Implementing Direct Instruction in the Teaching and Learning Instrument Development Course

Abstract

Student's competence formation in the world of education is a common problem that occurs at every level and all education promoters. The direct instruction can be used as an alternative solution in the learning process to overcome these problems. The direct instruction is proven to be able to help students to understand the knowledge easier that is characterized by the formation of skills in preparing the lesson plans because this model provides the opportunity for students to experience directly about the process of preparing the required learning tools. The gained direct experience is stored in the memory which is continued by the deposition process then will become a semipermanent knowledge. With the deposition of experience in an activity that is experienced directly, it can make students easier to get back the knowledge from memory when needed. Therefore, based on the results of this study, the direct instruction is considered feasible to be used as an alternative choice, especially in the teaching and learning process usage that has the goal of forming the skills in developing learning tools for students. Because this type of learning model is more aimed at the formation of abilities and skills in students in which students are required to produce a device and not just test pedagogical knowledge at the end of the learning process.

Pembentukan Kompetensi Menulis Hanzi Siswa SMAN 2 Sidoarjo Melalui Mentoring Learning Model dengan Menggunakan Penulisan Kaligrafi sebagai Media

“…Penetapan model pembelajaran sebelum pelaksanaan proses pembelajaran sangat penting karena, model pembelajaran juga memiliki relevansi dengan penentuan karakteristik materi dan bentuk pembelajaran, oleh karena itu sebelum pembelajaran dimulai harus sudah ditetapkan model pembelajaran yang akan digunakan (Masrur et al, 2019). Diperkuat pendapat Arends (1997: 7) model pembelajaran merupakan suatu kerangka perencanaan konseptual yang digunakan sebagai pedoman dalam merencanakan pembelajaran di kelas untuk menentukan perangkat-perangkat pembelajaran (lihat juga Trianto, 2007:5;Sanjaya, 2009:72; mentor perlu mencari, menggali, dan mendayagunakan pengetahuan, keterampilan dan pengalaman peserta didik; (f) mentor perlu mengembangkan kemampuan peserta didik sebagai anggota dari kelompok belajar; (g) mentor perlu mempertahankan semangat eksperimentasi dan eksplorasi dalam usaha memecahkan semua masalah yang dihadapi oleh peserta didik dan atau kelompok belajar; dan (h) mentor dituntut profesional dalam memberikan pendampingan (Depdiknas, 2000:10;Antti, 2019;Raymond, 2018).…”