7 Kerangka Berfikir Bahan Belajar

Summary

In this video, Lutfia Nur Aini introduces a discussion on the framework for developing learning materials. The conversation features Dr. Henry Praherdhiono from Universitas Negeri Malang, who shares his insights on various learning paradigms, including constructivism, behaviorism, and connectivism. The focus is on how different educational frameworks shape the way learning materials are created and used to support learners, highlighting the importance of scaffolding, stimulus-response techniques, and the integration of digital tools to enhance the learning process.

Takeaways

• 😀 Introduction of the speaker, Lutfia Nur Aini, and a brief overview of the discussion on learning materials framework with Dr. Henry Praherdhiono from Universitas Negeri Malang.
• 📚 Exploration of different paradigms in developing learning materials, including behaviorism, constructivism, and connectionism.
• 💡 Constructivist approach emphasizes that learners actively construct knowledge, rather than passively receiving it, through experiences and problem-solving.
• 🔗 In connectionism, students already possess tools and prior knowledge, such as search engines like Google, to aid in learning new concepts.
• 📱 Integration of modern technology like QR codes and barcodes in learning materials to facilitate easier access to supplementary learning resources.
• 🏆 Gamification in educational materials can increase engagement and motivation, using elements like rewards to promote active learning.
• 🛠 Scaffolding is essential in constructivist learning, where instructors provide support to help learners build their understanding step by step.
• 🌍 Open online courses, particularly in a connectivist approach, allow learners to access and contribute to a global pool of knowledge, often collaboratively.
• 🧠 The importance of self-regulated learning in constructivist frameworks, encouraging learners to take ownership of their education.
• 🎯 Effective and efficient learning material development depends on aligning with the chosen learning paradigm, whether it's based on stimulus-response models, scaffolding, or leveraging multiple sources in connectivism.

Q & A

What is the main topic of the video?

The main topic of the video is the development of instructional materials, specifically the framework for developing learning resources, and how different paradigms influence the design of these materials.

Who is the speaker in the video?

The speaker is Lutfia Nur Aini, who is discussing the topic with Dr. Henry Praherdhiono, a lecturer in educational technology at Universitas Negeri Malang.

What are the three paradigms of instructional material development mentioned in the video?

The three paradigms mentioned are behaviorism, constructivism, and connectivism.

How does the behaviorist paradigm view instructional materials?

In the behaviorist paradigm, instructional materials are designed to deliver stimuli that evoke specific responses from learners, often following a structured process like gamification to reinforce learning.

What is the constructivist approach to instructional materials?

The constructivist approach encourages learners to build their own understanding and knowledge. Instructional materials provide scaffolding, helping students actively construct new concepts based on their experiences.

What role does scaffolding play in the constructivist paradigm?

Scaffolding helps learners by providing guidance and support as they explore new concepts, allowing them to progressively build their knowledge and self-regulation skills.

How does the connectivist paradigm influence the design of learning materials?

In the connectivist paradigm, learning materials are designed to provide access to a wide range of resources and connections. Learners use these resources to build their knowledge, often leveraging digital tools and networks to find information and collaborate.

What is an example of a connectivist instructional material mentioned in the video?

An example given is using QR codes or links within learning materials to connect learners to additional online resources like Wikipedia or academic databases.

What is the most effective method for developing instructional materials according to Dr. Henry?

Dr. Henry suggests that the most effective method depends on the learning objectives and context. For behaviorist-driven training, gamification and rewards may work best, while constructivist approaches require scaffolding for deeper learning, and connectivist methods rely on resource connectivity.

How does technology play a role in modern instructional materials?

Technology, such as search engines, online courses, and digital platforms, enables learners to access a wide variety of resources, making learning more flexible and interconnected across different contexts.

Outlines

00:00

🎓 Introduction to Learning Materials and Paradigms

This paragraph introduces Lutfia Nur Aini and her guest, Dr. Henry Praherdhiono, from Universitas Negeri Malang. The discussion revolves around the framework for developing learning materials, exploring different educational paradigms such as behaviorism, constructivism, and connectivism. Dr. Henry elaborates on how learning materials can be approached from various perspectives, emphasizing that the choice of paradigm influences the design of these materials. He explains that behaviorist paradigms focus on stimulus and response, while constructivist approaches encourage learners to construct their own understanding. Connectivism highlights the importance of linking resources, often through modern tools like QR codes, making learning more interactive and personalized.

05:00

🤝 Collaborative and Scaffolded Learning Approaches

This paragraph delves deeper into collaborative learning and the use of scaffolding in education. Dr. Henry discusses how learning materials should provide scaffolding, helping students bridge gaps in their knowledge. He contrasts this with other approaches, such as behaviorism, which primarily rely on stimulus and response. The discussion includes practical examples like the use of online resources and gamification to enhance engagement. The paragraph highlights that effective learning materials should facilitate self-regulation and collaborative contributions, enabling students to learn from various sources and peers, mirroring methods found in connectivist approaches where multiple inputs enrich the learning experience.

10:01

🧠 Choosing Effective Learning Materials for Modern Education

This paragraph focuses on the practical selection of effective and efficient learning materials. Dr. Henry emphasizes that the choice of materials should align with the educational goals and the preferred learning paradigm. For instance, behaviorist materials are suited for structured training environments, while constructivist materials cater to learners who need to build their own understanding with guidance. Connectivism is noted for its suitability in environments that require broad, interconnected learning resources. The paragraph concludes by encouraging educators to consider the nature of their teaching platform and the needs of their learners when developing or choosing learning materials, ensuring they foster the desired educational outcomes.

Keywords

💡Kerangka Berpikir

Kerangka berpikir refers to the conceptual framework used to organize and guide the development of educational materials. It sets the foundation for how information is structured and delivered. In the script, the speaker discusses different approaches to constructing learning materials based on various educational paradigms, such as behaviorism and constructivism.

💡Bahan Ajar

Bahan ajar, or learning materials, are educational resources used to support and facilitate learning. The script emphasizes that these materials can be developed from different pedagogical perspectives, such as behaviorist (stimulus-response) or constructivist (learner-centered). The speaker highlights the importance of aligning learning materials with the goals and methods of the teaching approach.

💡Stimulus-Response

Stimulus-response is a concept from behaviorist learning theory, where learning is seen as a result of direct responses to stimuli. The speaker mentions this approach when discussing traditional methods of developing learning materials, where the teacher provides stimuli (such as a quiz or game) and students respond, leading to learning through repetition and reinforcement.

💡Konstruktivisme

Konstruktivisme, or constructivism, is a learning theory that emphasizes the learner's role in constructing their own understanding. The script contrasts this with behaviorism, explaining that in constructivism, learning materials help students build knowledge actively rather than passively receiving information. This approach often includes scaffolding to support students' learning processes.

💡Scaffolding

Scaffolding refers to the support provided by teachers or educational tools to help students understand new concepts. The script uses this term in the context of constructivist learning, where scaffolding helps learners by providing guidance as they develop their understanding. This support is gradually removed as the learner becomes more proficient.

💡Connectivism

Connectivism is a modern learning theory that emphasizes the role of technology and networks in learning. According to this theory, learners use digital tools (like search engines or online courses) to connect with information and others. The speaker refers to connectivism when discussing how students today often have pre-existing knowledge from the internet and use it to engage with learning materials.

💡Paradigma Pembelajaran

Paradigma pembelajaran, or learning paradigms, are the frameworks that guide how teaching and learning processes are designed and understood. The speaker discusses three main paradigms: behaviorism (stimulus-response), constructivism (knowledge construction), and connectivism (networked learning), explaining how each one influences the development of learning materials.

💡Self-Regulated Learning

Self-regulated learning is the process by which learners control their own learning activities, setting goals, monitoring their progress, and reflecting on their outcomes. The script mentions this concept in the context of constructivist and connectivist approaches, where learners are encouraged to take ownership of their learning rather than relying entirely on teacher-led instruction.

💡Game-Based Learning

Game-based learning is an instructional method that uses games or game-like elements to engage students in learning. In the script, the speaker mentions how gamification, such as giving rewards for learning progress, can enhance student motivation and engagement, making it an effective tool in both behaviorist and constructivist learning frameworks.

💡QR Code Integration

QR code integration refers to the use of QR codes in educational materials to link learners to additional resources or information. The speaker discusses how QR codes can be embedded in learning materials, allowing students to quickly access relevant content online, which aligns with connectivist ideas of leveraging digital networks for learning.

Highlights

Introduction to the discussion on framework and instructional materials.

Dr. Henry Praherdhiono from Universitas Negeri Malang is the guest expert in educational technology.

Overview of how instructional materials can be approached from different learning paradigms.

Paradigm-based development of instructional materials plays a key role in learning.

Constructivist approach encourages learners to build their own understanding.

Cognitivist approach assumes learners come with pre-existing knowledge, not an empty slate.

Use of QR codes and barcodes to connect students to external learning resources.

Current trend in instructional material design focuses on interactive and connected learning experiences.

Scaffolding helps students by providing guidance in areas they may not understand initially.

Constructivist materials foster self-regulation and allow learners to contribute knowledge collaboratively.

Connectivist learning emphasizes the importance of networking and sourcing knowledge from multiple platforms.

Examples of collaborative educational platforms such as MOOCs (Massive Open Online Courses).

Effectiveness of gamified instructional materials in boosting student engagement.

Comparing different instructional approaches: stimulus-response, scaffolding, and connectivism.

The future of instructional design lies in adapting to flexible, networked, and interactive learning environments.

Transcripts

Halo assalamualaikum warahmatullahi

wabarakatuh perkenalkan nama saya tinggi

Lutfia Nur Aini disini kita akan

membahas mengenai kerangka berpikir

bahan ajar yang akan ditemani dengan

salah satu dosen teknologi pendidikan

Universitas Negeri Malang dengan kelopak

dokter Henry praherdhiono smpdt

Assalamualaikum Bapak lebih Gimana

kabarnya Pak Bapak di sini saya akan

menanyakan beberapa hal terkait dengan

kerangka berpikir bahan belajar

pertanyaan yang pertama Bapak Bagaimana

cara pandang bab pengembangan bahan

belajar menurut Bapak hand grip bahan

belajar atau diksinya lain adalah bahan

ajar bisa saja kita membahasnya dari

sisi paradigma yang paradigma

pembelajaran ada yang

dan itu terjadi karena sekolah

pembiasaan atau stimulus yang kita sebut

sebagai kegiatan pembelajaran dengan

finish maka bahan-bahan ajar tersebut

harus dipandang sebagai bahan ajar yang

menganggap konstruksi dari OBL ajar yang

mengikuti kegiatan itu adalah ketiga

teman-teman yang sama artinya mereka

harus disamakan dulu tujuannya

dijelaskan dulu dan sebagainya Itu bahan

ajar yang berpandangan di Blackberry Z30

ajar atau bahan ajar yang di pandangan

konstruktivis Itu Memang agak sedikit

berbeda perbedaannya adalah bahan ajar

itu memang mengajak pembelajar untuk

Bagaimana ya mengkonstruksi

pemikiran-pemikiran atau bahkan justru

mengikuti pemikiran dari pop belajar

Hai nah Pada waktu kita menggunakan

koneksionisme kognitif mereka itu ada

sebuah keinginan yang itu sudah

tergambar di Pulau mereka jadi misalkan

Hai saya kebingungan mengenai

Hai Hukum Newton wisata makan anak ini

sudah memiliki tools yang menjadi

andalannya misal mesin pencari seperti

Google dan sebagainya dan pada saat ini

terjadi kornet dengan bahan ajarnya itu

mereka tidak kosong seperti yang hanya

justru Memiliki gambaran dompetnya udah

ketemu sangat Ike sini Saya nanti ke

situ jadi bahan ajar itu menyiapkan

istilahnya link sumber belajar yang itu

sudah ditanam di situ contohnya saja

misalkan di situ dikasih barcode atau QR

Code atau apa sebab Biasanya seperti itu

terkonek begitu mahasiswanya terkonek

atau er itu ya biasanya biasanya seperti

itu kira-kira seperti itu lah yang

kemungkinan sekarang ini lagi

digandrungi bahan ajar yang kayak begitu

Itu di paradigma yang ketiga itu jadi

bisa belum please

Hai yang baru ia bisa yang harus orang

itu harus mengikuti alurnya pembuat ya

atau konstruktivis alurnya orang pop

belajarnya kita ikuti with atau

koneksionisme itu bahwa orang itu sudah

memiliki pola dan kita cukup menyediakan

jasa menyediakan sumber nyata diserahkan

nanti dipilih dengan cara pandang

pengembangan kerangka berpikir yang

bagaimana sih yang paling efektif dan

efisien saat ini dalam mengembangkan

bahan belajar kalau yang paling efektif

sekarang ya kita mengikuti cara dulu ya

pavlov itunya kalau dalam-dalam moyang

dalam fluffylisa yang berdiri sejak from

dan sebagainya ada stimulus kemudian

ia dari sebelumnya oleh karena itu

stimulusnya akan macem-macem ya begitu

ada sesuatu kejadian direspon bagus

megang meningkat Oke misalkan kita bahan

ajarnya berbentuk game difikasi itu

biasanya senang itu dikasih Riwut ini

sudah sudah tapi game bukan game-game

nembak-nembak kita pembelajaran tapi

kayak gini jadi misalkan Oke saya minta

untuk meneliti mempelajari ini kok n 13

banyak ini Hukum Newton 2 Newton pada

waktu mereka saling bertukar dan

sebagainya sehingga kita ketahuan mana

grup mana yang bagus Oya grup ini kita

kasih hari well gitu ya yang paling

semuanya itu kapanpun dipukul itu Yoga

akhirnya kita kalau misalnya dia harus

tinggal harus mengulang lagi ya

dekatnya Ya Allah kebijakan berbeda

untuk jangan sampai mulai kita sudah

capek-capek masak ini terus diskusi pola

pembelajaran bahan ajar nya itu

menyediakan kayak gitu kalau belum

tuntas ndak bisa naik bisa jadi jadi

kita diberi Scaffolding ciri khasnya

bahan ajar itu memberi Scaffolding bisa

kita tidak tahu tentang bulan-bulan itu

apa sih

Hai diberi Scaffolding Apakah bulan itu

memang berada di tata surya galaksi

goyang bulan itu lama naik dia oh iya

saya tahu kalau begitu satelit yang

masuk ke satelit bumi yaitu naik-naik

seperti ini perbedaannya constructivism

itu ada kesadaran dari dirinya

meregulasi dulunya Oh iya itu betul tapi

dosennya atau gurunya itu memberi

Scaffolding itu bedanya kalau yang

biblis memberi stimulus Iya kamu tahu

nggak saya mau bulan-bulan itu masuk

dalam tata surya kita yang tadi connect

terkoneksi sekarang sudah begitu

biasanya itu saya melihatnya di

Wikipedia atau apa atau dia

Pa nanti teman-teman pasti akan terjadi

dalam satu tulisan dia dalam satu

tulisan itu pembuatnya tidak satu orang

biar bisa lebih banyak-banyak pada waktu

Itulah orang-orang itu terkonek saya

nyumbang ini saya nyumbangin ini ilmunya

dari sini wujudnya walaupun hanya link

tapi itu punya makna punya makna

terkonek semua kalau saya memikirkan

dunia ini seperti emosi Masih open

online course kemudian tapi yang saya

connectivist connectivist ya atau

connectivist masih Open online course

berarti bahan ajar itu diambil dari

miliknya Siapa saja yang relevan diambil

dan online itu mempelajarinya walaupun

kelihatannya hanya dalam satu layar

komputer tetapi sebenarnya dia melenium

nih

biasanya tuh mau bersama Umar itu ya Nah

itu bahan ajar itu disiapkan tidak oleh

satu orang tua hanya orang yang

beruntung itu gimana ada seperti Musa

itu Contohnya kayak satu dari Harvard

University yang seperti itu itu yang

mana ingin jadi bahan ajar yang devilish

yang harus menonjolkan stimulusnya atau

atau Kaban ajar yang viral m

constructivism save menumbuhkan

self-regulated learning nya melalui

Scaffolding atau connect ya kolektivisme

yang itu mengandalkan Abang saudara

reklening yang mengandalkan lebih yang

banyak atau sumber belajar semoga

Hai silakan dibuat itu yang ia itu yang

yang besar efektif efisien ya ternyata

tahu yaitu pesawat ini kita silahkan

dipilih di dunia pelatihan kemiliteran

yang hanya melatih saja tanpa harus

membuka Cakrawala pemikiran namanya

pelatihan yang berarti bahan ajarnya

Jeffrey tapi kalau misalnya dosen yang

inginnya mewujudkan konsep kurikulum dan

itu mungkin pelatihan dosen yang

mewujudkan konsep pemikiran tentang

ditakuti misalkan tank apartemen model

berarti kita memikirkannya Gimana cara

dosen itu berkontribusi usaha diberi

Scaffolding Kalau koneksionisme yang

seperti sekarang ini ya khasnya Naya

mencari kalau pengen itu jadi

akhir-akhir tempat yang satu tetapi

kemana-mana hitam anaknya nggak mau and

yang Kalau sekarang itu buka 1.00 buka

laki2 kayaknya enggak mau satu tempat

itu itu jadi bahan ajar yang bahan

belajar yang kayak apa atau bahan ajar

yang kayak apa yang bisa kita Sumbangkan

ya Tergantung konstruksi dari plafonnya

itu platformnya itu apakah

monggosilahkan nanti itu yang sekarang

ini Paling ditunggu-tunggu jadi untuk

yang paling efektif dan efisien untuk

saat ini tuh kalau bisa juga itu kayak

stimulus dan respon itu konstruktivisme

itu yang koneksi-koneksi collection

cuma itu yang memakai yang terdiri dari

Tipe vegetasi jadi begitu teman-teman

terima kasih dan juga membagi ilmu

kepada teman-teman semua saya akui

sampai jumpa di lain video

wassalamu'alaikum warahmatullahi

wabarakatuh

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