Archipelago Educators Meeting XIII
Gen Z lebih menyukai pembelajaran yang secara nyata dengan konsep penerapan kehidupan sehari-hari yang tertuang dalam pembelajaran kontesktual. Gen Z students are also used to technology, so I also use several applications in learning so that students don't get bored. With the integrity of contextual learning and technology, it can motivate student learning and produce meaningful learning for Gen Z students.
Being a SMK teacher nowadays has many challenges. There are generational differences that create different learning habits and styles. In general, SMK students are included in generation Z. Gen Z students are very technologically literate because Gen Z is very proficient in using technology. This happened because Gen Z was born during a rapidly developing technological era
Healthy Human Struggle Vocational School, the school where I served as a physics teacher. There are many things I have to do to make students happy with learning physics. Physics is a subject that is considered difficult with many formulations in its learning. Students feel bored with learning that only consists of lectures and taking notes. Students feel like they are tools for copying books without understanding what they write. Moreover, it happens in generation Z where they complain easily and have high anxiety about difficult material.
In the post-pandemic era, I feel that the learning I did was no longer effective. Even though I have designed learning in groups, questions and answers to model demonstrations. The result is that there are still some students who are still confused and ask me "What are the benefits of studying Physics, sir?"?”. When I heard that, I was disappointed and felt that what I said in class was in vain. After sincerely accepting that my teaching method has not been effective for vocational school students, especially for Gen Z. Where my conventional learning is not in accordance with the Gen Z character. Therefore, I want to change my learning system according to their expectations.
With self-motivation, I started my steps by sharing with my colleagues at school. I dig up stories about how to motivate Gen Z students in learning. I invited Mr. Sulianto, the Islamic religion teacher at school. I feel that Mr Sulianto is the students' favorite teacher in class. There are many learning methods that vary in learning.
I started sharing with the question "How does Mr Sulianto make learning in class fun?". Mr Sulianto started telling the story from the beginning of the planning, then designing learning and reflecting. I listened to the story with enthusiasm while writing things that were good for my learning. This sharing activity was carried out in a relaxed and comfortable manner.
The results I got from sharing with Mr Sulianto were designing learning according to the characteristics of the times and students' needs. With the implementation of the independent curriculum option in 2022 At the Sehat Insan Perjuangan Vocational School, the MANDIRI curriculum has changed. This change in curriculum, which was previously the K13 Curriculum, became an independent curriculum. This made me understand INDEPENDENT CURRICULUM learning where this learning liberates teachers by paying attention to the nature and nature of students' times..
I conducted training independently from the Merdeka Mengajar Platform to understand the role of teachers in the independent curriculum. I learned lessons from the philosophy of Ki Hajar Dewantara, student assessment, designing meaningful learning and much more independent training that inspires us to become inspirational Independent teachers.
I designed physics learning in class X using contextual learning using a problem based learning model (PBL). According to me, PBL learning is very in line with the concept of contextual learning because it emphasizes the process of full student involvement to be able to discover the material being studied and relate it to real life situations, thus encouraging students to be able to apply it in their own lives.. In learning, contextual learning emphasizes high-level thinking (high order thinking/HOT) on problem identification, collect information, conducting experiments and analyzing and concluding data information from various relevant sources.
I conducted an analysis of student characteristics from diagnostic tests in Gform. I shared it at the beginning of the meeting during the physics subject introduction session. The form contains a short form about your favorites, students' readiness in studying physics, media that are of interest in student learning to their learning style habits. I got Gform results that students like to learn in practical ways with real material supported by learning technology.
I started making students' motivational learning videos contextually based on measurement material. This measurement material is very important because this material is related to vocational subjects and is widely used in the surrounding environment. I make motivational videos independently because I want to be able to create a concept that suits my wishes. And the application that I use is Toontastic as video material combined with the Capcut application for editing and adding sound so that this video can depict activities that really happen in students' lives.. The video tells that there is a conversation between two students in class, where one of the students felt he had lost his bottle cap so his friend helped him by measuring the diameter and height of the bottle cap.
As a supporter of Gen Z students who like learning technology, for the post test I used the Wordwall application which looks like a game so that students will be interested in completing the post test.. Furthermore, I also use cellphones as a learning tool for students. I use the Padlet application as a student collaboration space. Where in the Padlet application I will share student learning media.
During the implementation of learning, I can't wait to apply contextual learning design to my students. I open the lesson by saying hello, Greet students and ask about their current feelings. This is to build my closeness and chemistry with students. Then I did an aperception of the material by asking 2 Rewalan students to measure the thickness of coins and books. I also invited students to discuss with questions and answers regarding apperception. Student responses varied greatly. This activity can attract students' attention because the measuring activity was carried out by their friends. Then I explained the learning objectives in this material.
I group students according to their learning readiness. I distributed LKPD and learning media. I also give students the opportunity to use cellphones in learning. I send teaching modules and LKPD in the Padlet collaboration space. Through the Padlet collaboration space, students can determine the media that suits their learning style.
I provide a motivational video for measuring bottle caps in class as a learning problem. This video tells about the conversation between Riki and Gigi in class. Gigi felt sad because the bottle cap was missing. Riki helped him by buying bottle caps at digital stores such as Shopee. Before that, Riki and Gigi must be able to measure the thickness and height of the bottle cap. From the video, students can formulate how to measure dental bottle caps ?. The hypothesis that students can take is using a measuring caliper.
I direct students to complete their LKPD in groups. I went around guiding the investigations carried out by each group. Each student collaborates to carry out measurement experiments on bottle caps and presents the results on flipchart paper. Each group makes a presentation and concludes together today's learning.
I gave a post test in the form of multiple choice questions using the word wall application. From the looks on their faces, it can be seen that the students are very happy with the game-like appearance. Then I did a learning reflection triangle by asking questions after following this lesson, how do you feel, understand what, capable of what?, until what is the next target?. The students' responses said it was fun, fun and easy to understand. After doing the learning, my heart felt happy because I could make the learning fun and memorable for me too.
From that learning, I can understand what my students expect, especially Gen Z students. Gen Z students prefer real learning with concepts applied to daily life as outlined in contextual learning. Gen Z students are also used to technology, so I also use several applications in learning so that students don't get bored. With the integrity of contextual learning and technology, it can motivate student learning and produce meaningful learning for Gen Z students.
Things that can be developed in contextual learning are by being directly involved in learning field practices. Students can clearly understand the use of material in everyday life. With this concept we can liberate students in learning physics.
Initiating changes in learning for Gen Z students is confusing. Sometimes we don't know what steps we should take. We can start by understanding student characteristics and then making small changes in our class. Changes that make our students comfortable.
Author Profile
Full Name : Achmad Uzlul Rozik,S.Pd.Gr.
Department : Vocational School Physics Teacher
Origin of Institution : Healthy Human Struggle Vocational School
Mobile phone number : 0857-8474-8352
Gen Z lebih menyukai pembelajaran yang secara nyata dengan konsep penerapan kehidupan sehari-hari yang tertuang dalam pembelajaran kontesktual. Gen Z students are also used to technology, so I also use several applications in learning so that students don't get bored. With the integrity of contextual learning and technology, it can motivate student learning and produce meaningful learning for Gen Z students.
Being a SMK teacher nowadays has many challenges. There are generational differences that create different learning habits and styles. In general, SMK students are included in generation Z. Gen Z students are very technologically literate because Gen Z is very proficient in using technology. This happened because Gen Z was born during a rapidly developing technological era
Healthy Human Struggle Vocational School, the school where I served as a physics teacher. There are many things I have to do to make students happy with learning physics. Physics is a subject that is considered difficult with many formulations in its learning. Students feel bored with learning that only consists of lectures and taking notes. Students feel like they are tools for copying books without understanding what they write. Moreover, it happens in generation Z where they complain easily and have high anxiety about difficult material.
In the post-pandemic era, I feel that the learning I did was no longer effective. Even though I have designed learning in groups, questions and answers to model demonstrations. The result is that there are still some students who are still confused and ask me "What are the benefits of studying Physics, sir?"?”. When I heard that, I was disappointed and felt that what I said in class was in vain. After sincerely accepting that my teaching method has not been effective for vocational school students, especially for Gen Z. Where my conventional learning is not in accordance with the Gen Z character. Therefore, I want to change my learning system according to their expectations.
With self-motivation, I started my steps by sharing with my colleagues at school. I dig up stories about how to motivate Gen Z students in learning. I invited Mr. Sulianto, the Islamic religion teacher at school. I feel that Mr Sulianto is the students' favorite teacher in class. There are many learning methods that vary in learning.
I started sharing with the question "How does Mr Sulianto make learning in class fun?". Mr Sulianto started telling the story from the beginning of the planning, then designing learning and reflecting. I listened to the story with enthusiasm while writing things that were good for my learning. This sharing activity was carried out in a relaxed and comfortable manner.
The results I got from sharing with Mr Sulianto were designing learning according to the characteristics of the times and students' needs. With the implementation of the independent curriculum option in 2022 At the Sehat Insan Perjuangan Vocational School, the MANDIRI curriculum has changed. This change in curriculum, which was previously the K13 Curriculum, became an independent curriculum. This made me understand INDEPENDENT CURRICULUM learning where this learning liberates teachers by paying attention to the nature and nature of students' times..
I conducted training independently from the Merdeka Mengajar Platform to understand the role of teachers in the independent curriculum. I learned lessons from the philosophy of Ki Hajar Dewantara, student assessment, designing meaningful learning and much more independent training that inspires us to become inspirational Independent teachers.
I designed physics learning in class X using contextual learning using a problem based learning model (PBL). According to me, PBL learning is very in line with the concept of contextual learning because it emphasizes the process of full student involvement to be able to discover the material being studied and relate it to real life situations, thus encouraging students to be able to apply it in their own lives.. In learning, contextual learning emphasizes high-level thinking (high order thinking/HOT) on problem identification, collect information, conducting experiments and analyzing and concluding data information from various relevant sources.
I conducted an analysis of student characteristics from diagnostic tests in Gform. I shared it at the beginning of the meeting during the physics subject introduction session. The form contains a short form about your favorites, students' readiness in studying physics, media that are of interest in student learning to their learning style habits. I got Gform results that students like to learn in practical ways with real material supported by learning technology.
I started making students' motivational learning videos contextually based on measurement material. This measurement material is very important because this material is related to vocational subjects and is widely used in the surrounding environment. I make motivational videos independently because I want to be able to create a concept that suits my wishes. And the application that I use is Toontastic as video material combined with the Capcut application for editing and adding sound so that this video can depict activities that really happen in students' lives.. The video tells that there is a conversation between two students in class, where one of the students felt he had lost his bottle cap so his friend helped him by measuring the diameter and height of the bottle cap.
As a supporter of Gen Z students who like learning technology, for the post test I used the Wordwall application which looks like a game so that students will be interested in completing the post test.. Furthermore, I also use cellphones as a learning tool for students. I use the Padlet application as a student collaboration space. Where in the Padlet application I will share student learning media.
During the implementation of learning, I can't wait to apply contextual learning design to my students. I open the lesson by saying hello, Greet students and ask about their current feelings. This is to build my closeness and chemistry with students. Then I did an aperception of the material by asking 2 Rewalan students to measure the thickness of coins and books. I also invited students to discuss with questions and answers regarding apperception. Student responses varied greatly. This activity can attract students' attention because the measuring activity was carried out by their friends. Then I explained the learning objectives in this material.
I group students according to their learning readiness. I distributed LKPD and learning media. I also give students the opportunity to use cellphones in learning. I send teaching modules and LKPD in the Padlet collaboration space. Through the Padlet collaboration space, students can determine the media that suits their learning style.
I provide a motivational video for measuring bottle caps in class as a learning problem. This video tells about the conversation between Riki and Gigi in class. Gigi felt sad because the bottle cap was missing. Riki helped him by buying bottle caps at digital stores such as Shopee. Before that, Riki and Gigi must be able to measure the thickness and height of the bottle cap. From the video, students can formulate how to measure dental bottle caps ?. The hypothesis that students can take is using a measuring caliper.
I direct students to complete their LKPD in groups. I went around guiding the investigations carried out by each group. Each student collaborates to carry out measurement experiments on bottle caps and presents the results on flipchart paper. Each group makes a presentation and concludes together today's learning.
I gave a post test in the form of multiple choice questions using the word wall application. From the looks on their faces, it can be seen that the students are very happy with the game-like appearance. Then I did a learning reflection triangle by asking questions after following this lesson, how do you feel, understand what, capable of what?, until what is the next target?. The students' responses said it was fun, fun and easy to understand. After doing the learning, my heart felt happy because I could make the learning fun and memorable for me too.
From that learning, I can understand what my students expect, especially Gen Z students. Gen Z students prefer real learning with concepts applied to daily life as outlined in contextual learning. Gen Z students are also used to technology, so I also use several applications in learning so that students don't get bored. With the integrity of contextual learning and technology, it can motivate student learning and produce meaningful learning for Gen Z students.
Things that can be developed in contextual learning are by being directly involved in learning field practices. Students can clearly understand the use of material in everyday life. With this concept we can liberate students in learning physics.
Initiating changes in learning for Gen Z students is confusing. Sometimes we don't know what steps we should take. We can start by understanding student characteristics and then making small changes in our class. Changes that make our students comfortable.
Author Profile
Full Name : Achmad Uzlul Rozik,S.Pd.Gr.
Department : Vocational School Physics Teacher
Origin of Institution : Healthy Human Struggle Vocational School
Mobile phone number : 0857-8474-8352
Good practice before revised
Good practice elaboration
Being a SMK teacher nowadays has many challenges. There are generational differences that create different learning habits and styles. In general, SMK students are included in generation Z. Gen Z students are very technologically literate because Gen Z is very proficient in using technology. This happened because Gen Z was born during a rapidly developing technological era
Healthy Human Struggle Vocational School, the school where I served as a physics teacher. There are many things I have to do to make students happy with learning physics. Physics is a subject that is considered difficult with many formulations in its learning. Students feel bored with learning that only consists of lectures and taking notes. Students feel like they are tools for copying books without understanding what they write. Moreover, it happens in generation Z where they complain easily and have high anxiety about difficult material.
In the post-pandemic era, I feel that the learning I did was no longer effective. Even though I have designed learning in groups, questions and answers to model demonstrations. The result is that there are still some students who are still confused and ask me "What are the benefits of studying Physics, sir?"?”. When I heard that, I was disappointed and felt that what I said in class was in vain. After sincerely accepting that my teaching method has not been effective for vocational school students, especially for Gen Z. Where my conventional learning is not in accordance with the Gen Z character. Therefore, I want to change my learning system according to their expectations.
With self-motivation, I started my steps by sharing with my colleagues at school. I dig up stories about how to motivate Gen Z students in learning. I invited Mr. Sulianto, the Islamic religion teacher at school. I feel that Mr Sulianto is the students' favorite teacher in class. There are many learning methods that vary in learning.
I started sharing with the question "How does Mr Sulianto make learning in class fun?". Mr Sulianto started telling the story from the beginning of the planning, then designing learning and reflecting. I listened to the story with enthusiasm while writing things that were good for my learning. This sharing activity was carried out in a relaxed and comfortable manner.
The results I got from sharing with Mr Sulianto were designing learning according to the characteristics of the times and students' needs. With the implementation of the independent curriculum option in 2022 At the Sehat Insan Perjuangan Vocational School, the MANDIRI curriculum has changed. This change in curriculum, which was previously the K13 Curriculum, became an independent curriculum. This made me understand INDEPENDENT CURRICULUM learning where this learning liberates teachers by paying attention to the nature and nature of students' times..
I conducted training independently from the Merdeka Mengajar Platform to understand the role of teachers in the independent curriculum. I learned lessons from the philosophy of Ki Hajar Dewantara, student assessment, designing meaningful learning and much more independent training that inspires us to become inspirational Independent teachers.
I designed physics learning in class X using contextual learning using a problem based learning model (PBL). According to me, PBL learning is very in line with the concept of contextual learning because it emphasizes the process of full student involvement to be able to discover the material being studied and relate it to real life situations, thus encouraging students to be able to apply it in their own lives.. In learning, contextual learning emphasizes high-level thinking (high order thinking/HOT) on problem identification, collect information, conducting experiments and analyzing and concluding data information from various relevant sources.
I conducted an analysis of student characteristics from diagnostic tests in Gform. I shared it at the beginning of the meeting during the physics subject introduction session. The form contains a short form about your favorites, students' readiness in studying physics, media that are of interest in student learning to their learning style habits. I got Gform results that students like to learn in practical ways with real material supported by learning technology.
I started making students' motivational learning videos contextually based on measurement material. This measurement material is very important because this material is related to vocational subjects and is widely used in the surrounding environment. I make motivational videos independently because I want to be able to create a concept that suits my wishes. And the application that I use is Toontastic as video material combined with the Capcut application for editing and adding sound so that this video can depict activities that really happen in students' lives.. The video tells that there is a conversation between two students in class, where one of the students felt he had lost his bottle cap so his friend helped him by measuring the diameter and height of the bottle cap.
As a supporter of Gen Z students who like learning technology, for the post test I used the Wordwall application which looks like a game so that students will be interested in completing the post test.. Furthermore, I also use cellphones as a learning tool for students. I use the Padlet application as a student collaboration space. Where in the Padlet application I will share student learning media.
During the implementation of learning, I can't wait to apply contextual learning design to my students. I open the lesson by saying hello, Greet students and ask about their current feelings. This is to build my closeness and chemistry with students. Then I did an aperception of the material by asking 2 Rewalan students to measure the thickness of coins and books. I also invited students to discuss with questions and answers regarding apperception. Student responses varied greatly. This activity can attract students' attention because the measuring activity was carried out by their friends. Then I explained the learning objectives in this material.
I group students according to their learning readiness. I distributed LKPD and learning media. I also give students the opportunity to use cellphones in learning. I send teaching modules and LKPD in the Padlet collaboration space. Through the Padlet collaboration space, students can determine the media that suits their learning style.
I provide a motivational video for measuring bottle caps in class as a learning problem. This video tells about the conversation between Riki and Gigi in class. Gigi felt sad because the bottle cap was missing. Riki helped him by buying bottle caps at digital stores such as Shopee. Before that, Riki and Gigi must be able to measure the thickness and height of the bottle cap. From the video, students can formulate how to measure dental bottle caps ?. The hypothesis that students can take is using a measuring caliper.
I direct students to complete their LKPD in groups. I went around guiding the investigations carried out by each group. Each student collaborates to carry out measurement experiments on bottle caps and presents the results on flipchart paper. Each group makes a presentation and concludes together today's learning.
I gave a post test in the form of multiple choice questions using the word wall application. From the looks on their faces, it can be seen that the students are very happy with the game-like appearance. Then I did a learning reflection triangle by asking questions after following this lesson, how do you feel, understand what, capable of what?, until what is the next target?. The students' responses said it was fun, fun and easy to understand. After doing the learning, my heart felt happy because I could make the learning fun and memorable for me too.
From that learning, I can understand what my students expect, especially Gen Z students. Gen Z students prefer real learning with concepts applied to daily life as outlined in contextual learning. Gen Z students are also used to technology, so I also use several applications in learning so that students don't get bored. With the integrity of contextual learning and technology, it can motivate student learning and produce meaningful learning for Gen Z students.
Things that can be developed in contextual learning are by being directly involved in learning field practices. Students can clearly understand the use of material in everyday life. With this concept we can liberate students in learning physics.
Initiating changes in learning for Gen Z students is confusing. Sometimes we don't know what steps we should take. We can start by understanding student characteristics and then making small changes in our class. Changes that make our students comfortable.
Author Profile
Full Name : Achmad Uzlul Rozik,S.Pd.Gr.
Department : Vocational School Physics Teacher
Origin of Institution : Healthy Human Struggle Vocational School
Mobile phone number : 0857-8474-8352
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