UKIN PPG !! VIDEO PEMBELAJARAN !! MODEL PBL- PENDEKATAN TPACK LPTK UNIVERSITAS PANCA SAKTI TEGAL

Summary

In this engaging classroom session, Sumyanto, a Civics teacher, guides his students through the dynamics of democracy in Indonesia, focusing on historical periods and the concepts behind democratic practices. Using Problem-Based Learning (PBL), students work in groups to analyze various periods of Indonesian democracy, such as the Pancasila Democracy and the New Order. They present their findings through digital tools, reflecting on their learning experiences. The session encourages active participation, critical thinking, and understanding of the complexities of democracy, while fostering teamwork and problem-solving skills.

Takeaways

• 😀 The speaker introduces themselves as Sumyanto, a PPG student from Universitas Pancasakti Tegal, teaching Civic Education at SMK Negeri 1 Pabelan.
• 😀 The lesson for the day is about the dynamics of democracy in Indonesia, with a focus on Problem-Based Learning (PBL) methodology and the TPA approach.
• 😀 Students are actively involved in analyzing the political system and democratic practices through group discussions and case studies.
• 😀 The main objective of the lesson is to help students understand the principles of democracy and how it applies in Indonesia through historical periodization.
• 😀 The class explores various definitions of democracy, including Abraham Lincoln’s definition of democracy as government by the people, for the people.
• 😀 The lesson includes visual aids and real-life examples, such as the election process in schools and local elections in Semarang, to illustrate democratic practices.
• 😀 Key principles of democracy discussed in class include resolving conflicts peacefully, ensuring justice, and encouraging citizen participation in governance.
• 😀 The class also covers the periodization of democracy in Indonesia, from 1945 to the present, divided into five key periods of democratic development.
• 😀 The groups are tasked with analyzing the five components of democratic systems in Indonesia: accountability, political power rotation, political recruitment, general elections, and human rights fulfillment.
• 😀 In group presentations, students use tools like Canva and Microsoft PowerPoint to share their findings, and the class reflects on the learning experience, discussing challenges and improvements for future lessons.

Q & A

What is the main teaching approach used in this lesson?

The lesson uses the **Problem-Based Learning (PBL)** approach, which encourages students to analyze and solve real-world problems related to the dynamics of democracy in Indonesia.

What are the main learning objectives of this lesson?

The main learning objectives are for students to understand the dynamics of democracy in Indonesia and analyze its periodization from 1945 to the present.

How is the concept of democracy explained in the lesson?

Democracy is explained as a form of government that originates from the people (demos) and is governed for the people (kratos). Abraham Lincoln’s definition of democracy as 'government of the people, by the people, for the people' is also highlighted.

What are the key principles of democracy discussed in the class?

The key principles of democracy discussed include resolving conflicts peacefully, allowing peaceful societal changes, minimizing the use of violence, recognizing the diversity of society, and ensuring justice.

What are the five periods of Indonesian democracy covered in the lesson?

The five periods of Indonesian democracy are: 1) 1945-1949: Democratic Pancasila era, 2) 1949-1959: Early democratic efforts, 3) 1959-1965: Crisis and authoritarianism, 4) 1965-1998: Reformation era, and 5) 1998-present: Democratic rebuilding.

What are students expected to do during the group work session?

During the group work session, students are expected to analyze different periods of democracy in Indonesia, focusing on key aspects like accountability, political recruitment, election practices, and human rights, then present their findings using tools like Canva or PowerPoint.

Which period of Indonesian democracy did Group 2 focus on, and what were their findings?

Group 2 focused on the period from 1949-1959. They discussed political stability, the role of parliament and media, the freedom of political participation, and the democratic processes during this time.

What challenges did students face during the lesson?

Students faced technical challenges, such as poor signal and inadequate devices, which affected their ability to participate fully in the online aspects of the lesson.

What were some of the key reflections from students after the lesson?

Students reflected that they gained valuable knowledge about the dynamics of democracy in Indonesia. They enjoyed the group discussions and problem-solving activities, despite facing some technical difficulties.

How does the instructor summarize the importance of this lesson?

The instructor emphasizes that understanding the dynamics of democracy is essential for students, as they are future voters and active participants in the democratic process. They are encouraged to engage with democratic change effectively.