Anda di halaman 1dari 14

PEMBELAJARAN

BERPUSATKAN PELAJAR

1
Beri pendapat anda ….

2
Apa kata pakar pendidikan …
 interaction of a team of students
that experience creative learning to
be used in the real world …….
students are essential to the
classroom, just like a team member is
essential to a game (Thornburg, 1995)

3
 the goals of a system (school) should
meet the goals of the students
(Harmon, & Hirumi, 1996).

 the learner has some control in the


type of instruction that is given. The
control factors can range from
"procedures" to "time restraints" to
"evaluation"

4
Definisi
 Tumpuan kepada perkembangan
pembelajaran (pelajar sebagai individu),
memberi pilihan kepada pelajar (jenis
pengetahuan dan apa yang ingin
dipelajari), mewujudkan kolaborasi
(membina pengetahuan dan persekitaran
positif), terlibat dalam penilaian
berterusan; sikap guru yang mendengar
pandangan pelajar dan melibatkan pelajar
untuk merancang.
5
Penjelasan Definisi
 Pelajar bertanggungjawab atas pembelajarannya,
melibatkan pelajar secara terus dalam menemui
pengetahuan; menggunakan bahan yang
mencabar pengetahuan sedia ada dan
pemahaman konsep baru yang mendalam;
pembelajaran yang melibatkan interaksi sosial;
menggunakan sekolah, pekerjaan, rumah dan
komuniti sebagai resos; menggunakan aktiviti
luar untuk meningkatkan pemnbelajaran.

6
PRINSIP PEMBELAJARAN BERPUSATKAN
PELAJAR
 Daya berfikir, minat dan perbezaan individu pelajar
merupakan pertimbangan utama dalam proses
pengajaran dan pembelajaran.

 Aktiviti-aktiviti pengajaran dan pembelajaran


dirancang untuk melibatkan pelajar secara aktif,
dimana guru hanya sebagai fasilitator.

 Pembelajaran terarah kendiri dan akses kendiri


diberi keutamaan.

 Penekanan diberikan terhadap penilaian kendiri.

7
Strategi P&P Berpusatkan Pelajar

• mewujudkan pengalaman pembelajaran yang dapat


menarik minat pelajar serta menggalakkan
penglibatan mereka dalam proses pengajaran dan
pembelajaran.
• memberikan peluang kepada pelajar untuk belajar
secara individu, kumpulan dan kelas.
• melibatkan pelajar dalam membentuk proses
pembelajaran melalui rundingan berasaskan
kekuatan dan kelemahan pelajar.
• memberi pelajar kebebasan membuat pilihan
tentang bahan sumber dan aktiviti pembelajaran.
• mewujudkan prosedur pemantauan agar pelajar
bertanggungjawab ke atas apa yang dipelajari
oleh mereka
• merancang penilaian berterusan secara
kolaboratif. 8
Situasi Pembelajaran
 teachers are part of
 the students can "access,
the definition of interpret, organize,
apply, and transfer
student-centered
information to solve
learning, but they problems“
are not the main
attraction
 size of a groups for
student-centered
 the teacher is the learning can be five to
one who can assist six heterogeneous
among small groups of (academic ability,
students gender, etc.) students
(Harmon, & Hirumi
1996). 9
Learning Cycle approach
 "exploration, concept introduction and concept
application".
 During these three phases the students worked
together in-groups while discussing their ideas
and using manipulatives to act out the concepts.
 the teacher would act as a facilitator, while the
students discussed their ideas, and created more
ideas and situations to figure out
 During the lessons, the students were in active
control and they could lead the lesson with their
ideas and conclusions.

10
“Budaya Pemb. Berpusatkan Pelajar"?

Tertumpu kpd keperluan pelajar dan


bukan kepada kemahuan pelajar.

 tailors all aspects of service delivery


and support to the needs of students
 services that students will recognize
as efficient, empathetic, responsive,
and ultimately exceeding their
expectations
11
Keperluan apa ?
 a healthy learning environment that
nurtures their personal growth
 substantive out-of-classroom activities
that increase their learning to help them
to obtain a high-quality education
 personal experience that leads to feeling
"connected"
 service-learning opportunities that develop
them as responsible citizens

12
Limitasi
 The way a classroom utilizes the
saying student-centered learning is
what makes a successful
environment for the students (Eaton,
1994).
 the non-student-centered approach,
if used, does not delay the
understanding of information
(Barman, & Barman, 1996).
13
Rumusan
 these strategies to student-centered
learning, school is not just a small period
in a child’s life, it is "lifelong learning", and
each student can learn what is important
to them (Thornburg, 1995).
 student-centered approach lets students
take on a proactive role by working with
others, using a variety of resources, and
learning and evaluating skills on a
continuous basis that they can use
throughout life (Alley, 1996).
14