This good practice is a research-based project learning practice. Through simple research activities and prioritizing student independence in learning, students' 4C abilities can be improved.
Archipelago Educators Meeting XIII
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Research-Based Project Learning to Improve Century Skills 21 Student
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
Good practice elaboration
The implementation of the independent curriculum opens a new chapter in the world of education in Indonesia. One of the characteristics of an independent curriculum is the focus on essential material, relevant and in-depth so that there is sufficient time to build students' creativity and innovation in achieving basic competencies such as literacy and numeracy. In the subject that I teach biology, the material is global warming with the aim of learning to create solutions to environmental changes as a result of global warming, 4C capabilities (Critical thinking, Creative, Collaboration dan Communication) still low. Students have difficulty thinking creatively and critically in creating appropriate solutions to overcome environmental changes, Students' ability to communicate their ideas is also very weak. To create students who have 4C abilities and improve their literacy and numeracy skills, research-based project learning is carried out. Research-based project learning is in line with independent learning and contextual learning and is pro-student.
Every activity has its challenges, including implementing research-based project learning, there are several challenges that I face. Pembelajaran berbasis riset membutuhkan durasi waktu lebih lama sehingga siswa terkadang jemu mengikuti proses belajar serta terbatasnya buku penunjang disekolah membuat siswa kesulitan mendapatkan literatur penunjang riset yang dilakukan. Selain itu gaya belajar siswa yang beragam juga menjadi sebuah tantangan, dengan gaya belajar siswa yang berbeda membuat mereka harus saling memahami dan menerima karakter teman kelompok. Tantangan tersebut diatasi dengan terus berkolaborasi dengan siswa, melakukan pendampingan diluar jam tatap muka serta pemanfaatan IT dalam mencari literatur penunjang untuk memperkaya kegiatan riset siswa.
Sebelum saya melakukan pembelajaran proyek berbasis riset saya terlebih dahulu berkordinasi dengan kepala sekolah serta menyusun rencana pembelajaran. Research-based project learning is a learning model that integrates research into the learning process according to the steps of the scientific method. After analyzing student learning needs, Together with the students, I discussed determining the project to be implemented according to their respective interests. They are enthusiastic and enthusiastic about proposing projects that will be carried out. Their ability to communicate in conveying their proposals is starting to take shape. The stage in research-based learning is submitting a hypothesis, Each group carries out a literature review related to the project that will be implemented to formulate a hypothesis. In this activity, students search and read literature in groups and think critically to propose hypotheses according to the research to be carried out. Next, in groups, students collect and analyze data, both qualitative and quantitative data. In this activity students are allowed to choose different methods (process differentiation). There are students who collect data from literature studies either from books or via their Android, there are those who watch from various learning sources, there are groups that collect data directly from the field according to each group's project. This activity can improve literacy skills, numeration, collaboration, students' creative and critical thinking. The next activity is for students to draw conclusions and prepare reports and present the results of their research to the class. Reports are created using different applications according to the choices of each group (product differentiation). In the presentation process in front of the class, each group receives responses and suggestions from other groups to enrich the project and research that has been carried out. This will train students' communication skills. Student research reports are uploaded on their respective social media. During the presentation, each group appeared confident in presenting the results of their research, they seem confident in answering every question related to the research they have conducted.
There are many lessons to be learned from research-based project learning, Every student with their diversity and learning needs is an extraordinary asset for continuing to develop learning models. Independent learning and differentiated learning can be used in research-based project learning to improve students' 4C abilities. I feel happy to see the development of students in the learning process of this research-based project. According to one student, they got a lot of new experiences from the research process they carried out. Learning from various literature and sources makes their research more complete. Through research-based project activities, students' 4C abilities begin to be formed and felt and the learning objectives are achieved, namely students can create solutions to environmental changes as a result of global warming.. In the future, this strategy will become an alternative in the classroom learning process in implementing the independent curriculum.
Curator Note
[custom_field field="Note_kurator"]
Research-Based Project Learning to Improve Century Skills 21 Student
Class type
[custom_field field="Type_clas"]
Curation status
[custom_field field="status_curation"]
Summary
This good practice is a research-based project learning practice. Through simple research activities and prioritizing student independence in learning, students' 4C abilities can be improved.
Good practice elaboration
The implementation of the independent curriculum opens a new chapter in the world of education in Indonesia. One of the characteristics of an independent curriculum is the focus on essential material, relevant and in-depth so that there is sufficient time to build students' creativity and innovation in achieving basic competencies such as literacy and numeracy. In the subject that I teach biology, the material is global warming with the aim of learning to create solutions to environmental changes as a result of global warming, 4C capabilities (Critical thinking, Creative, Collaboration dan Communication) still low. Students have difficulty thinking creatively and critically in creating appropriate solutions to overcome environmental changes, Students' ability to communicate their ideas is also very weak. To create students who have 4C abilities and improve their literacy and numeracy skills, research-based project learning is carried out. Research-based project learning is in line with independent learning and contextual learning and is pro-student.
Every activity has its challenges, including implementing research-based project learning, there are several challenges that I face. Pembelajaran berbasis riset membutuhkan durasi waktu lebih lama sehingga siswa terkadang jemu mengikuti proses belajar serta terbatasnya buku penunjang disekolah membuat siswa kesulitan mendapatkan literatur penunjang riset yang dilakukan. Selain itu gaya belajar siswa yang beragam juga menjadi sebuah tantangan, dengan gaya belajar siswa yang berbeda membuat mereka harus saling memahami dan menerima karakter teman kelompok. Tantangan tersebut diatasi dengan terus berkolaborasi dengan siswa, melakukan pendampingan diluar jam tatap muka serta pemanfaatan IT dalam mencari literatur penunjang untuk memperkaya kegiatan riset siswa.
Sebelum saya melakukan pembelajaran proyek berbasis riset saya terlebih dahulu berkordinasi dengan kepala sekolah serta menyusun rencana pembelajaran. Research-based project learning is a learning model that integrates research into the learning process according to the steps of the scientific method. After analyzing student learning needs, Together with the students, I discussed determining the project to be implemented according to their respective interests. They are enthusiastic and enthusiastic about proposing projects that will be carried out. Their ability to communicate in conveying their proposals is starting to take shape. The stage in research-based learning is submitting a hypothesis, Each group carries out a literature review related to the project that will be implemented to formulate a hypothesis. In this activity, students search and read literature in groups and think critically to propose hypotheses according to the research to be carried out. Next, in groups, students collect and analyze data, both qualitative and quantitative data. In this activity students are allowed to choose different methods (process differentiation). There are students who collect data from literature studies either from books or via their Android, there are those who watch from various learning sources, there are groups that collect data directly from the field according to each group's project. This activity can improve literacy skills, numeration, collaboration, students' creative and critical thinking. The next activity is for students to draw conclusions and prepare reports and present the results of their research to the class. Reports are created using different applications according to the choices of each group (product differentiation). In the presentation process in front of the class, each group receives responses and suggestions from other groups to enrich the project and research that has been carried out. This will train students' communication skills. Student research reports are uploaded on their respective social media. During the presentation, each group appeared confident in presenting the results of their research, they seem confident in answering every question related to the research they have conducted.
There are many lessons to be learned from research-based project learning, Every student with their diversity and learning needs is an extraordinary asset for continuing to develop learning models. Independent learning and differentiated learning can be used in research-based project learning to improve students' 4C abilities. I feel happy to see the development of students in the learning process of this research-based project. According to one student, they got a lot of new experiences from the research process they carried out. Learning from various literature and sources makes their research more complete. Through research-based project activities, students' 4C abilities begin to be formed and felt and the learning objectives are achieved, namely students can create solutions to environmental changes as a result of global warming.. In the future, this strategy will become an alternative in the classroom learning process in implementing the independent curriculum.
Curator Note
[custom_field field="Note_kurator"]
Research-Based Project Learning to Improve Century Skills 21 Student
Good practice before revised
[Revision_teru]
Good practice elaboration
The implementation of the independent curriculum opens a new chapter in the world of education in Indonesia. One of the characteristics of an independent curriculum is the focus on essential material, relevant and in-depth so that there is sufficient time to build students' creativity and innovation in achieving basic competencies such as literacy and numeracy. In the subject that I teach biology, the material is global warming with the aim of learning to create solutions to environmental changes as a result of global warming, 4C capabilities (Critical thinking, Creative, Collaboration dan Communication) still low. Students have difficulty thinking creatively and critically in creating appropriate solutions to overcome environmental changes, Students' ability to communicate their ideas is also very weak. To create students who have 4C abilities and improve their literacy and numeracy skills, research-based project learning is carried out. Research-based project learning is in line with independent learning and contextual learning and is pro-student.
Every activity has its challenges, including implementing research-based project learning, there are several challenges that I face. Pembelajaran berbasis riset membutuhkan durasi waktu lebih lama sehingga siswa terkadang jemu mengikuti proses belajar serta terbatasnya buku penunjang disekolah membuat siswa kesulitan mendapatkan literatur penunjang riset yang dilakukan. Selain itu gaya belajar siswa yang beragam juga menjadi sebuah tantangan, dengan gaya belajar siswa yang berbeda membuat mereka harus saling memahami dan menerima karakter teman kelompok. Tantangan tersebut diatasi dengan terus berkolaborasi dengan siswa, melakukan pendampingan diluar jam tatap muka serta pemanfaatan IT dalam mencari literatur penunjang untuk memperkaya kegiatan riset siswa.
Sebelum saya melakukan pembelajaran proyek berbasis riset saya terlebih dahulu berkordinasi dengan kepala sekolah serta menyusun rencana pembelajaran. Research-based project learning is a learning model that integrates research into the learning process according to the steps of the scientific method. After analyzing student learning needs, Together with the students, I discussed determining the project to be implemented according to their respective interests. They are enthusiastic and enthusiastic about proposing projects that will be carried out. Their ability to communicate in conveying their proposals is starting to take shape. The stage in research-based learning is submitting a hypothesis, Each group carries out a literature review related to the project that will be implemented to formulate a hypothesis. In this activity, students search and read literature in groups and think critically to propose hypotheses according to the research to be carried out. Next, in groups, students collect and analyze data, both qualitative and quantitative data. In this activity students are allowed to choose different methods (process differentiation). There are students who collect data from literature studies either from books or via their Android, there are those who watch from various learning sources, there are groups that collect data directly from the field according to each group's project. This activity can improve literacy skills, numeration, collaboration, students' creative and critical thinking. The next activity is for students to draw conclusions and prepare reports and present the results of their research to the class. Reports are created using different applications according to the choices of each group (product differentiation). In the presentation process in front of the class, each group receives responses and suggestions from other groups to enrich the project and research that has been carried out. This will train students' communication skills. Student research reports are uploaded on their respective social media. During the presentation, each group appeared confident in presenting the results of their research, they seem confident in answering every question related to the research they have conducted.
There are many lessons to be learned from research-based project learning, Every student with their diversity and learning needs is an extraordinary asset for continuing to develop learning models. Independent learning and differentiated learning can be used in research-based project learning to improve students' 4C abilities. I feel happy to see the development of students in the learning process of this research-based project. According to one student, they got a lot of new experiences from the research process they carried out. Learning from various literature and sources makes their research more complete. Through research-based project activities, students' 4C abilities begin to be formed and felt and the learning objectives are achieved, namely students can create solutions to environmental changes as a result of global warming.. In the future, this strategy will become an alternative in the classroom learning process in implementing the independent curriculum.