Main Article Content
Abstract
Tujuan pelatihan ini adalah agar guru dapat bertindak bukan hanya sebagai pelaksana kurikulum tapi juga sebagai perencana kurikulum. Masalahnya adalah, sebagai perencana kurikulum, bagaimana guru dapat memiliki kemampuan menerapkan Model Pengembangan Instruksional (MPI) dalam desain pembelajaran bidang studi yang diampunya agar implementasi kurikulum efektif-efisien dan representatif potensi lokal. Solusinya pelatihan dengan metode orientasi, workshop dan presentasi- umpanbalik. Khalayak sasaran guru bidang studi di SMAN 8 Kota Bengkulu. Hasil pelatihan adalah kemampuan guru menghasikan produk analisis instruksional, silabus pembelajaran dan Rencana Pelaksanaan Pembejaran untuk bidang studi yang diampunya.
Kata Kunci : MPI, Bidang Studi, Analisis Instruksional
Abstract
The aim of this training is for teachers to act not only as curriculum implementers but also curriculum planners. The problem is as curriculum planners, how they can have the ability to apply an instructional development model in the learning design of their field of study so that the implementation of the curriculum is effective-efficient, and it can represent the local potential. The solution is by conducting a training with orientation methods, workshops, and feedback presentations. The target audience of this training is teachers at SMAN 8 Bengkulu City. The result of the training is that the teachers can produce instructional analysis products, syllabus, lesson plans for the field of study they are teaching.
Key words: MPI, field of study, instructional analysisArticle Details
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References
- Gagne, R. M., Briggs, L. J. And Wager, W. W. (1992). Principles of Instructional Design. Orlando : Holt, Rinehard and Winston, Inc.
- Pribadi, B. A. (2009). Desain Sistem Pembelajaran. Jakarta : PT Dian Rakyat.
- Pribadi, B.A. (2014). Desain dan Pengembangan Program Pelatihan Berbasis Kompetensi. Jakarta : Kencana Prenada Media Group
- Shambaugh, N. and Magliaro, S. Q. (2006). Instructional Design : A Systematic Approach for Reflective Practice. Boston : Pearson Education, Inc.,
- Suparman, A. (1991). Desain Instruksional. Jakarta : PAU PPAI UT
- Twelker, P. A., Urbacch, F. D., and Buck, J. E. (1972). Systematic Development of Instruction. Stanford : ERIC Clearinghouse on Media and Technology
- Zook, K. (2001). Instructional Design for Classroom. Teaching and Learning. Boston : Houghton Mifflin
References
Gagne, R. M., Briggs, L. J. And Wager, W. W. (1992). Principles of Instructional Design. Orlando : Holt, Rinehard and Winston, Inc.
Pribadi, B. A. (2009). Desain Sistem Pembelajaran. Jakarta : PT Dian Rakyat.
Pribadi, B.A. (2014). Desain dan Pengembangan Program Pelatihan Berbasis Kompetensi. Jakarta : Kencana Prenada Media Group
Shambaugh, N. and Magliaro, S. Q. (2006). Instructional Design : A Systematic Approach for Reflective Practice. Boston : Pearson Education, Inc.,
Suparman, A. (1991). Desain Instruksional. Jakarta : PAU PPAI UT
Twelker, P. A., Urbacch, F. D., and Buck, J. E. (1972). Systematic Development of Instruction. Stanford : ERIC Clearinghouse on Media and Technology
Zook, K. (2001). Instructional Design for Classroom. Teaching and Learning. Boston : Houghton Mifflin