Berikut ini saya berikan 10 jenis model pembelajaran beserta langkah-langkah pembelajarannya, anda mungkin bisa memilih dan mencobanya disesuaikan dengan materi pelajaran ...
1. EXAMPLES NON EXAMPLES
Contoh dapat dari kasus/gambar yang relevan dengan KD
Langkah-langkah :
• Guru mempersiapkan gambar-gambar sesuai dengan tujuan pembelajaran
• Guru menempelkan gambar di papan atau ditayangkan melalui OHP
• Guru memberi petunjuk dan memberi kesempatan pada siswa untuk memperhatikan/menganalisa gambar
• Melalui diskusi kelompok 2-3 orang siswa, hasil diskusi dari analisa gambar tersebut dicatat pada kertas
• Tiap kelompok diberi kesempatan membacakan hasil diskusinya
• Mulai dari komentar/hasil diskusi siswa, guru mulai menjelaskan materi sesuai tujuan yang ingin dicapai
• Kesimpulan
2. PICTURE AND PICTURE
Langkah-langkah :
• Guru menyampaikan kompetensi yang ingin dicapai
• Menyajikan materi sebagai pengantar
• Guru menunjukkan/memperlihatkan gambar-gambar kegiatan berkaitan dengan materi
• Guru menunjuk/memanggil siswa secara bergantian memasang/mengurutkan gambar-gambar menjadi urutan yang logis
• Guru menanyakan alasan/dasar pemikiran urutan gambar tersebut
• Dari alasan/urutan gambar tersebut guru memulai menamkan konsep/materi sesuai dengan kompetensi yang ingin dicapai
• Kesimpulan/rangkuman
3. NUMBERED HEADS TOGETHER (Kepala Bernomor, Spencer Kagan, 1992)
Langkah-langkah :
• Siswa dibagi dalam kelompok, setiap siswa dalam setiap kelompok mendapat nomor
• Guru memberikan tugas dan masing-masing kelompok mengerjakannya
• Kelompok mendiskusikan jawaban yang benar dan memastikan tiap anggota kelompok dapat mengerjakannya/mengetahui jawabannya
• Guru memanggil salah satu nomor siswa dengan nomor yang dipanggil melaporkan hasil kerjasama mereka
• Tanggapan dari teman yang lain, kemudian guru menunjuk nomor yang lain
• Kesimpulan
4. COOPERATIVE SCRIPT (Dansereau Cs., 1985)
Skrip kooperatif : metode belajar dimana siswa bekerja berpasangan dan bergantian secara lisan mengikhtisarkan, bagian-bagian dari materi yang dipelajari
Langkah-langkah :
• Guru membagi siswa untuk berpasangan
• Guru membagikan wacana/materi tiap siswa untuk dibaca dan membuat ringkasan
• Guru dan siswa menetapkan siapa yang pertama berperan sebagai pembicara dan siapa yang berperan sebagai pendengar
• Pembicara membacakan ringkasannya selengkap mungkin, dengan memasukkan ide-ide pokok dalam ringkasannya.
Sementara pendengar :
- Menyimak/mengoreksi/menunjukkan ide-ide pokok yang kurang lengkap
- Membantu mengingat/menghafal ide-ide pokok dengan menghubungkan materi sebelumnya atau dengan materi lainnya
• Bertukar peran, semula sebagai pembicara ditukar menjadi pendengar dan sebaliknya. Serta lakukan seperti diatas.
• Kesimpulan Siswa bersama-sama dengan Guru
• Penutup
5. KEPALA BERNOMOR STRUKTUR (Modifikasi Dari Number Heads)
Langkah-langkah :
- Siswa dibagi dalam kelompok, setiap siswa dalam setiap kelompok mendapat nomor
- Penugasan diberikan kepada setiap siswa berdasarkan nomorkan terhadap tugas yang berangkai
- Misalnya : siswa nomor satu bertugas mencatat soal. Siswa nomor dua mengerjakan soal dan siswa nomor tiga melaporkan hasil pekerjaan dan seterusnya
- Jika perlu, guru bisa menyuruh kerja sama antar kelompok. Siswa disuruh keluar dari kelompoknya dan bergabung bersama beberapa siswa bernomor sama dari kelompok lain. Dalam kesempatan ini siswa dengan tugas yang sama bisa saling membantu atau mencocokkan hasil kerja sama mereka
- Laporkan hasil dan tanggapan dari kelompok yang lain
- Kesimpulan
6. STUDENT TEAMS-ACHIEVEMENT DIVISIONS (STAD)
TIM SISWA KELOMPOK PRESTASI (SLAVIN, 1995)
Langkah-langkah :
1. Membentuk kelompok yang anggotanya = 4 orang secara heterogen (campuran menurut prestasi, jenis kelamin, suku, dll)
2. Guru menyajikan pelajaran
3. Guru memberi tugas kepada kelompok untuk dikerjakan oleh anggota-anggota kelompok. Anggota yang tahu menjelaskan pada anggota lainnya sampai semua anggota dalam kelompok itu mengerti.
4. Guru memberi kuis/pertanyaan kepada seluruh siswa. Pada saat menjawab kuis tidak boleh saling membantu
5. Memberi evaluasi
6. Kesimpulan
7. JIGSAW (MODEL TIM AHLI) (Aronson, Blaney, Stephen, Sikes, And Snapp, 1978)
Langkah-langkah :
1. Siswa dikelompokkan ke dalam = 4 anggota tim
2. Tiap orang dalam tim diberi bagian materi yang berbeda
3. Tiap orang dalam tim diberi bagian materi yang ditugaskan
4. Anggota dari tim yang berbeda yang telah mempelajari bagian/sub bab yang sama bertemu dalam kelompok baru (kelompok ahli) untuk mendiskusikan sub bab mereka
5. Setelah selesai diskusi sebagai tim ahli tiap anggota kembali ke kelompok asal dan bergantian mengajar teman satu tim mereka tentang sub bab yang mereka kuasai dan tiap anggota lainnya mendengarkan dengan sungguh-sungguh
6. Tiap tim ahli mempresentasikan hasil diskusi
7. Guru memberi evaluasi
8. Penutup
8. PROBLEM BASED INTRODUCTION (PBI)
(Pembelajaran Berdasarkan Masalah)
Langkah-langkah :
1. Guru menjelaskan tujuan pembelajaran. Menjelaskan logistik yang dibutuhkan. Memotivasi siswa terlibat dalam aktivitas pemecahan masalah yang dipilih.
2. Guru membantu siswa mendefinisikan dan mengorganisasikan tugas belajar yang berhubungan dengan masalah tersebut (menetapkan topik, tugas, jadwal, dll.)
3. Guru mendorong siswa untuk mengumpulkan informasi yang sesuai, eksperimen untuk mendapatkan penjelasan dan pemecahan masalah, pengumpulan data, hipotesis, pemecahan masalah.
4. Guru membantu siswa dalam merencanakan menyiapkan karya yang sesuai seperti laporan dan membantu mereka berbagi tugas dengan temannya
5. Guru membantu siswa untuk melakukan refleksi atau evaluasi terhadap penyelidikan mereka dan proses-proses yang mereka gunakan
9. ARTIKULASI
Langkah-langkah :
1. Menyampaikan tujuan pembelajaran yang ingin dicapai
2. Guru menyajikan materi sebagaimana biasa
3. Untuk mengetahui daya serap siswa, bentuklah kelompok berpasangan dua orang
4. Suruhlan seorang dari pasangan itu menceritakan materi yang baru diterima dari guru dan pasangannya mendengar sambil membuat catatan-catatan kecil, kemudian berganti peran. Begitu juga kelompok lainnya
5. Suruh siswa secara bergiliran/diacak menyampaikan hasil wawancaranya dengan teman pasangannya. Sampai sebagian siswa sudah menyampaikan hasil wawancaranya
6. Guru mengulangi/menjelaskan kembali materi yang sekiranya belum dipahami siswa
7. Kesimpulan/penutup
10. MIND MAPPING
Sangat baik digunakan untuk pengetahuan awal siswa atau untuk menemukan alternatif jawaban
Langkah-langkah :
1. Guru menyampaikan kompetensi yang ingin dicapai
2. Guru mengemukakan konsep/permasalahan yang akan ditanggapi oleh siswa/sebaiknya permasalahan yang mempunyai alternatif jawaban
3. Membentuk kelompok yang anggotanya 2-3 orang
4. Tiap kelompok menginventarisasi/mencatat alternatif jawaban hasil diskusi
5. Tiap kelompok (atau diacak kelompok tertentu) membaca hasil diskusinya dan guru mencatat di papan dan mengelompokkan sesuai kebutuhan guru
6. Dari data-data di papan siswa diminta membuat kesimpulan atau guru memberi bandingan sesuai konsep yang disediakan guru . Sumber : http://www.kompasiana.com
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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