KONSEP BELAJAR

HUMANISME

Nama Anggota :
1. Ferina Octaviana (180210104083)
2. Dwi Lutfiatun Nikmah (180210104099)
3. Dayuk Zeni Safitri (180210104101)
4. Khafidta Az Shafa Nur Zahra (180210104104)
5. Firaditia Yudianti (180210104105)

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 Konsep Belajar Humanisme

Open School Inteligensi Redefinisi Experiental

Ganda Kecerdasan Learning
Ciri-ciri :
1. Peran guru dan
murid 1. 9 Macam Ke-c IQ EQ SQ
2. Evaluasi Diagn erdasan 1. Konsep da-sar
ostik 2. Implikasi ke-ce 2. Procedur Exper
3. Materi rdasan ga-nda iential Learning
4. Pengajaran Indi dalam
vidual pembelajaran 3. Experiental Lea
5. Kelompok deng rning dan mode
an berbagai tin l belajar lainnya
gkat usia
6. Ruangan Terbu
ka
7. Team Teaching
 Gerakan Pendidikan Pendekatan yang ditekankan
Humanistik humanistik dalam pembelajaran
01 a. Gerakan yang berda
sarkan prinsip
03 a. Emosi atau perasaan
b. Komunikasi yang terbuka
b. Memfokuskan pada c. Nilai-nilai yang dimiliki oleh
hasil afektif. siswa

Asal mula munculnya Humanizing Classroom

02 Pendekatan Humanistik
Dikarenakan adanya
04 Pengembangan model
ketidaksetujuan pada dua “Pendidikan afektif”.
pandangan sebelumnya.
 Open School
Dalam, open schools, proses pembelajaran memiliki ciri-ciri :

1. Peran guru dan murid

2. Evaluasi diagnostic
3. Materi
4. Pengajaran individual
5. Kelompok dengan berbagai tingkat usia
6. Ruangan terbuka
7. Team teaching
 Inteligensi Ganda
9 macam kecerdasan Implikasi kecerdasan ganda
dasar dalam pembelajaran

a. Inteligensi linguistic
b. Inteligensi matematis-logis
c. Inteligensi ruang
d. Inteligensi kinestetik-badani
e. Inteligensi musical
f. Inteligensi interpersonal
g. Inteligensi intrapersonal
h. Inteligensi lingkungan
i. Inteligensi eksistensial
Redefinisi Kecerdasan

IQ

EQ

SQ
 IQ

Kekhasan pola pikir IQ

terletak pada pemikiran
rasional dan logis

Pola pikir IQ
mengindikasikan dominasi
rasionalitas
 EQ
EQ menunjuk kepada suatu kemampuan untuk mengendalikan,
mengorganisasi, dan mempergunakan emosi ke arah kegiatan
yang mendatangkan hasil optimal

Ciri-Ciri Kecerdasan Emosional (EQ) :

• Mengetahui apa yang kita rasakan pada suatu saat dan

Kesadaran Diri menggunakannya untuk memandu pengambilan diri sendiri

• Menangani emosi diri sedemikian rupa sehingga berdampak

Pengaturan Diri positif pada pelaksanaan tugas

• Menggunakan hasrat yang paling dalam untuk menuntun

Motivasi menuju sasaran
 • Merasakan apa yang dirasakan
Empati orang lain

Ketrampilan • Menangani emosi dengan baik

ketika berhubungan dengan orang
Sosial lain
PROSEDUR EXPERIENTIAL LEARNING
Pengalaman
Konkret

Pengalaman
aktif/penerapan Refleksi

Konseptualisasi/
berfikir abstrak
 Menurut experiential learning theory, agar proses belajar mengajar efektif,
seorang siswa harus memiliki 4 kemampuan (Nasution, 2015)

Kemampuan Uraian Pengutamaan

Concrete Experience (CE) Siswa melibatkan diri sepenuhnya dalam pengalaman Feeling (perasaan)
baru

Reflection Observation (RO) Siswa mengobservasi dan merefleksi atau memikirkan Watching (mengamati)
pengalamannya dari berbagai segi

Abstract Conceptualization (AC Siswa menciptakan konsep-konsep yang mengintrega- Thinking (berpikir)
sikan observasinya menjadi teori yang sehat

Active Experimentation Siswa menggunakan teori untuk memecahkan masalah Doing (berbuat)
-masalah dan mengambil keputusan
Gaya belajar menurut David Colb
• AC dan AE
• Suka menghadapi soal & berusaha menemukan jawaban yang tepat
Converger
• Minat terbatas & cenderung mengkhususkan diri dalam ilmu
pengetahuan alam dan teknik

• CE dan RO
Diverger • Kemampuan imajinasi
• Suka berhubungan dengan manusia (mendalami bidang sosial)

• AC dan RO
Assimilation • Tertarik pada konsep abstrak
• Minat pada bidang keilmuan (science) dan matematika

• CE dan AE
• Kemampuan menyesuaikan diri, memliki intuitif, sering menggunakan
Acomodator “trial and error” dalam memecahkan masalah
• Bidang yang sesuai adalah lapangan usaha
EXPERIENTIAL LEARNING DAN MODEL BELAJAR LAINNYA
Prinsip-prinsip pada teori Kurt Lewin
• Experiential learning yang efektif akan mempengaruhi
cara berpikir siswa, sikap dan nilai-nilai, presepsi, dan
1 perilaku siswa

• Siswa lebih mempercayai pengetahuan yang mereka

temukan sendiri daripada pengetahuan yang diberikan
2 oleh orang lain

• Belajar akan lebih efektif bila merupakan sebuah

proses yang aktif
3

• Perubahan hendaknya tidak terpisah-pisah antara

kognititf, afektif, dan perilaku, tetapi secara holistik
4
 • Experiential learning lebih dari sekedar memberi
informasi untuk pengubahan kognitif, afektif,
5 maupun perilaku

• Pengubahan presepsi tentang diri sendiri dan

lingkungan sangat diperlukan sebelum melakukan
6 pengubahan kognitif, afektif, dan perilaku

• Perubahan perilaku tidak akan bermakna bila

kognitif, afektif dan perilaku itu sendiri tidak berubah
7
 Redefinisi Kecerdasan

IQ

EQ SQ
.
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