INOVASI PEMBELAJARAN UNTUK MENINGKATKAN GAIRAH SISWA DALAM BELAJAR.

By: Dr. Marsigit, M.A.

Reviewed by: Dyah Sartika Putri

Managing the learning is not easy because we find sometimes that students have difficulty in learning (Jaworski, 1994: 83). Therefore, he stated that there is no right way to teach. On the other hand he found the fact that it is not easy for educators to change the style of teaching (Dean, 1982: 32). While we are required, as educators, to constantly adjust our teaching methods in accordance with the demands of changing times (Alexander, 1994: 20).

Learning Through Innovation Curriculum Development
Approach to education "conforming" tend to retain the old values​​; approaching "transforming" is more about an order or oriented to the market, and approach to "reforming" education based on developing human values ​​according to context (Archer, 1989). "Instrumental Curriculum" more emphasis on academic and technical approach; "Interactive Curriculum" approach emphasizes the social and "individualistic Curriculum" more emphasis to the development of individual cognition subject students (Becher and Maclure, 1978).

So that teachers can bring innovation to stimulate student learning, there are some concepts that need to be understood about the nature of science includes understanding each field, the nature of the subject students, and changes in attitude and implementation associated with the change of paradigm.

The nature of the subject students:

1. Development of Cognitive Aspects

Ebbutt and Straker (1995: 60-75), gave his view that in order potential students can be optimally developed, assumptions about the characteristics subject students and implications for learning is given as follows:

·         Students will learn if they have the motivation, the implications of this view for the efforts of teachers is to provide fun activities, pay attention to students' desires, etc.

·         Students learn in his own way, examples of the implications of this view is that students learn in different ways and at different speeds.

·         Students learn both independently and in collaboration with his friend

·         Students need a context and the different situations in the learning

2.      Affective Aspects Hierarchy

3.      Psychomotor developmental aspects

Conclusion: In order for students to feel happy and motivated in their learning, teachers need to realize the paradigm shift as follows:  MOVE, CHANGE, INNOVATION, REFORM, CONTEMPLATE, REFLECTIONS from "traditional learning" to "progressive learning"