1. Keterampilan Bertanya
Keterampilan bertanya sangat penting dikuasai oleh seorang guru karena hampir pada setiap kegiatan pembelajaran guru mengajukan pertanyaan dan kualitas pertanyaan guru menentukan kualitas jawaban yang diberikan peserta didik. Dengan menerapkan keterampilan bertanya yang efektif dan efisien dalam proses pembelajaran guru dapat meningkatkan kemampuan peserta didik untuk berpikir, memperoleh dan memperluas pengetahuan serta meningkatkan motivasi peserta didik untuk terlibat secara aktif dalam kegiatan pembelajaran.
Keterampilan bertanya dasar mempunyai beberapa komponen dasar yang perlu diterapkan dalam mengajukan segala jenis pertanyaan. Keterampilan bertanya dasar mempunyai beberapa komponen yang harus dikuasai dan dipahami guru dalam upaya pencapaian tujuan mengajukan pertanyaan dalam pembelajaran. Komponen-komponen tersebut adalah:
1) pengungkapan pertanyaan secara jelas dan singkat dengan menggunakan kata-kata yang dipahami peserta. Gunakan susunan kata-kata yang sesuai dengan tingkat usia dan perkembangan peserta didik sehingga mereka akan mudah menemukan jawabannya.
2) memberikan acuan yang memungkinkan peserta memakai serta mengolah informasi itu untuk menemukan jawaban pertanyaan dan membantu anak tetap mengarahkan pikirannya pada tema pembelajaran.
3) memusatkan perhatian, pertanyaan yang diajukan biasanya menggiring pada persoalan atau pokok bahasan.
4) pemindahan giliran, cara ini dapat mempertinggi perhatian dan interaksi antar peserta didik karena tiap peserta didik harus memperhatikan jawaban temannya.Pertanyaan yang diajukan biasanya pertanyaan yang luas yang bisa dijawab oleh beberapa peserta.
5) penyebaran pertanyaan dilakukan untuk melibatkan peserta sebanyak-banyaknya dalam kegiatan pembelajaran. Pertanyaan yang diajukan secara bergilir kepada peserta secara acak.
6) pemberian waktu berpikir perlu diberikan beberapa detik agar peserta mempunyai kesempatan untuk berpikir sebelum seorang peserta diminta untuk menjawabnya. Sebutkan dahulu pertanyaannya baru kemudian menunjuk peserta yang harus menjawabnya dan jangan sebaliknya menunjuk nama peserta yang harus menjawab kemudian baru menyebutkan pertanyaannya.
7) pemberian tuntunan dilakukan bila peserta tidak bisa atau salah menjawabnya . Tuntunan dapat dilakukan dengan tiga cara, yaitu: a) mengungkapkan pertanyaan dengan cara lain, b) menyederhanakan pertanyaan, dan c) mengulangi penjelasan sebelumnya yang berhubungan dengan pertanyaan tersebut.
2. Keterampilan Memberi Penguatan
Tujuan pemberian penguatan dalam kegiatan pembelajaran antara lain:
a. meningkatkan perhatian peserta didik,
b. membangkitkan dan memelihara motivasi peserta didik,
c. memudahkan mereka belajar,
d. mengontrol dan memodifikasi tingkah laku yang kurang positif serta mendorong
munculnya tingkah laku yang positif dan produktif.
Penguatan dapat diberikan dalam bentuk berikut.
a. Verbal, yaitu berupa kata-kata atau kalimat pujian, seperti: bagus, tepat sekali, hebat atau ”pekerjaanmu rapi sekali”.
b. Non verbal, misalnya berupa mimik dan gerakan badan, bergerak mendekati, dengan sentuhan, anggukan, token (pemberian sesuatu dengan simbol atau benda-benda kecil) dan kegiatan yang menyenangkan.
3. Keterampilan Melakukan Variasi
Variasi dalam kegiatan pembelajaran adalah perubahan dalam proses kegiatan yang bertujuan untuk meningkatkan motivasi peserta didik didik serta mengurangi kejenuhan dan kebosanan. Manfaat keterampilan mengadakan variasi dalam kegiatan pembelajaran diantaranya sebagai berikut.
a. Menimbulkan dan meningkatkan perhatian.
b. Memberi kesempatan pada peserta didikuntuk mengembangkan rasa ingin tahu dan eksplorasi tentang hal-hal baru.
c. Memupuk tingkah laku yang positif bagi guru dan sekolah dengan berbagai cara pembelajaran yang lebih hidup.
d. Memberi kesempatan pada peserta didik memperoleh dan mengikuti kegiatan belajar dengan cara yang disenanginya.
e. Lebih meningkatkan keterlibatan peserta didik dengan kegiatan pembelajaran yang menarik dan terarah.
Komponen-komponen dalam keterampilan mengadakan variasi adalah sebagai berikut.
a. Variasi dalam gaya mengajar guru
b. Variasi dalam penggunaan media dan bahan belajar, meliputi:
c. Variasi pola interaksi dan kegiatan peserta didik
History of the Indian Temple Building
Types of stone architecture. There are two types of stone architecture, Rock cut. Rock-cut architecture is made by carving into natural rock. Usually hewn into the sides of mountain ridges, rockcut structures are made by excavating rock until the desired forms are achieved.Stone built. The focus of this guidebook, stone-built architecture, on the other hand, involves assembling cut stone pieces to form a whole. Buddhism gets the ball rolling.
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The first stone architecture in India was rock cut and executed by Buddhist monks; prior to these structures, all architecture had been made of wood. The most impressive examples were rock-cut religious sanctuaries, excavated directly out of the basalt mountains lining the western edge of the Deccan Plateau, the elevated, v-shaped landmass that comprises most of the Indian peninsula. The caves at Ajanta - as well as those at nearby Bedsa, Bhaja, Karla, Kondane, Nashik, and Pitalkhora - were part of this initial wave of excavations.
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Inspiration for India's rock architecture Early Buddhist architecture was likely indirectly inspired by that of the Egyptians. The Egyptians were probably the first civilization in the world to construct stone architecture; they began with stone-built pyramids in the 27th century BCE (Djoser's Step Pyramid in Saqqara) and continued with rock-cut tombs in the 16th century BCE (Valley of the Kings in Luxor).
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At the same time, similar stone-built pyramids, called ziggurats, were being built not too far away in Mesopotamia (modern day Iran and Iraq); the earliest probably date from the late part of Sumeria's Early Dynastic period (2900-2350 BCE). The ziggurat pyramid design, however, was never transformed from stepped to smooth edged, as was the case in Egypt.
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- Egyptian and Mesopotamian forms and building practices were borrowed by the Persians, who embraced rock-cut architecture. In fact, the royal tombs of Darius (522 BCE to 486 BCE) and the rest of the Old Persian (Achaemenid) Empire were rock cut; they are located just outside of the ancient city of Persepolis in modern-day Iran. Most likely drawing on Persian precedent, India's earliest stone architects commenced building rock-cut architecture in the 3rd-2nd centuries BCE. These architects adapted Persian forms - infusing them with local design preferences derived from their existing wood-based architecture and introducing entirely new features to suit their unique religious practices - to create rock caves with an entirely new aesthetic.
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Why were the Buddhists the first to build in stone? It appears that the Buddhists just happened to have the support of rulers and rich merchants during the critical period in which Persian rock-cut architectural practices began to trickle into the subcontinent. Keep in mind, although the Buddhist faith was founded in India in the 6th century BCE, it did not gain widespread adoption until it received imperial sponsorship by the powerful Mauryan Emperor, Ashoka, who converted to Buddhism and ruled most of the Indian subcontinent from 269-232 BCE. The faith garnered subsequent momentum as a rising merchant class were attracted to Buddhism.
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