Inquiry-Based Learning and cooperative Learning

 Inquiry-Based Learning

Pendidikan adalah ilmu terus menerus yang pernah berkembang. Masyarakat saat ini didorong oleh teknologi dan media yang membutuhkan lebih dari regurgitasi fakta pada tes tertulis. Siswa harus mampu menjelaskan dan pertanyaan proses, bukan menjawab pertanyaan repertoar pilihan ganda. Kirim pembelajaran berbasis sangat penting untuk pendidikan otentik dan prestasi siswa karena memungkinkan siswa untuk menjadi pembelajar hidup lama karena mereka diberdayakan untuk menjadi peserta aktif dalam pendidikan mereka(Kveven,2007).

Pendidik sering kali berdiri di depan kelas dan bertanya "Jangan ragu untuk mengajukan pertanyaan." "Apakah ada yang punya pertanyaan tentang pelajaran" Respon mungkin? Adalah keheningan lengkap dari para siswa saat mereka duduk dengan tatapan kosong di wajah mereka dan guru mengasumsikan setiap orang memahami pelajaran ia telah diajarkan. Menggunakan metode ini, siswa cenderung tidak mengerti dan tidak akan mengajukan pertanyaan karena takut dianggap "bodoh" atau lebih sehingga memiliki rasa takut meminta "bodoh" pertanyaan (Donohue-Smith, 2006). Donohue-Smith memberikan contoh prefek nonverbal yang menyertai pertanyaan bahwa siswa menganggap bodoh seperti, mendesah, dan berguling mata. Jenis insiden menyebabkan memperlambat momentum kelas. Dengan menggunakan penyelidikan berbasis pembelajaran Anda mendidik seorang mahasiswa untuk seumur hidup bertentangan dengan menjawab satu pertanyaan tertentu (Donohue-Smith, 2006 hal.42). Oleh karena itu, siswa diajarkan untuk melakukan pengamatan dan bertanya dan menguji pertanyaan-pertanyaan mereka sendiri (Kveven, 2007).

Kirim pembelajaran berbasis memungkinkan siswa untuk "pertanyaan, mengeksplorasi, alasan, berkolaborasi, dan berkomunikasi dengan orang lain bukan hanya mengikuti petunjuk dan menghafal tubuh pengetahuan yang ada" (Aschbacher & Pine, 2006 hal 308). Dengan menggunakan metodologi ini, siswa dapat belajar untuk membuat pertanyaan-pertanyaan mereka meminta lebih cerdas. Donohue Smith (2006) memberikan pendekatan berikut untuk mencapai hal ini. Siswa harus menunjukkan bagaimana untuk mengatur informasi. Donohue-Smith (2006) menunjukkan berbicara lantang untuk menunjukkan bagaimana Anda (pendidik) mengatur materi kompleks (h. 42). Pendidik harus mensyaratkan siswa untuk mengajukan pertanyaan di kelas. Sejak penelitian menunjukkan bahwa rentang perhatian rata-rata siswa adalah antara 15 dan 20 menit, Donohue-Smith menyarankan berhenti setelah waktu itu dan memungkinkan siswa untuk memikirkan dan pertanyaan berbagi tentang apa yang mereka pelajari dengan pendidik mempertanyakan mengapa mereka mempertimbangkan pertanyaan-pertanyaan mereka untuk menjadi penting (h. 42). Tindakan reflektif memungkinkan siswa untuk memiliki partisipasi aktif dan pembelajaran otentik karena siswa membuat pertanyaan berdasarkan penyelidikan mereka sendiri dan kebutuhan.

Pendidik harus mendorong siswa untuk menjawab pertanyaan mereka sendiri. Donohue-Smith menyatakan bahwa siswa "menjadi pelajar yang lebih efektif jika mereka memiliki beberapa strategi untuk mencari informasi" lawan hanya meminta guru. Siswa dapat memanfaatkan perpustakaan sebagai alat penelitian untuk menemukan jawaban. Pendidik dapat memanfaatkan online chat-kamar sehingga siswa dapat setiap pertanyaan lainnya. Dengan pemantauan yang tepat dari instruktur Anda dapat menilai kualitas pertanyaan dan jawaban (hal. 42). Pendidik harus mengajarkan siswa tentang berbagai jenis pertanyaan. Menggunakan taksonomi Bloom, Donohue-Smith menggunakan tingkat kognitif sebagai panduan untuk membantu siswa memilih tingkat yang sesuai pertanyaan. Siswa mampu memulai dengan mencari fakta sederhana pertanyaan dan maju ke yang lebih kompleks mempertanyakan, high-order (hal. 42). Pendidik dapat membantu siswa memahami subtexts pertanyaan '. Pertanyaan yang kita ajukan memberikan kesan si penanya, yang tidak selalu satu yang baik (Donohue-Smith, 2006 hal 41). Menurut Donohue-Smith, siswa harus "mengakui bagaimana isi pertanyaan dan waktu dapat mengirim pesan tentang penanya, apakah dimaksudkan atau tidak"(hal.42).

Sebagai pendidik saya percaya dalam menggunakan pembelajaran berbasis inquiry. Dari pengalaman saya, saya telah melihat perbedaan dari ketika siswa hanya memberikan jawaban sederhana untuk pertanyaan-pertanyaan yang hanya memiliki satu jawaban tertentu lawan menggunakan penyelidikan terbuka berbasis pertanyaan. Siswa lebih terlibat dan cenderung untuk memahami materi dengan cara yang lebih kompleks dari sekedar mampu membaca informasi untuk tujuan pengujian. Dalam rangka untuk membuat pendidikan dan pembelajaran proses seumur hidup kita harus menggunakan pertanyaan-pembelajaran berbasis sebagai alat untuk kemajuan prestasi siswa.

CooperativeLearning

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it. 

Cooperative efforts result in participants striving for mutual benefit so that all group members:

• gain from each other's efforts. (Your success benefits me and my success benefits you.)
• recognize that all group members share a common fate. (We all sink or swim together here.)
• know that one's performance is mutually caused by oneself and one's team members. (We can not do it without you.)
• feel proud and jointly celebrate when a group member is recognized for achievement. (We all congratulate you on your accomplishment!).

Why use Cooperative Learning?

Elements of Cooperative Learning

Class Activities that use Cooperative Learning

Why use Cooperative Learning?

Research has shown that cooperative learning techniques:

• promote student learning and academic achievement
• increase student retention
• enhance student satisfaction with their learning experience
• help students develop skills in oral communication
• develop students' social skills
• promote student self-esteem
• help to promote positive race relations

5 Elements of Cooperative Learning

It is only under certain conditions that cooperative efforts may be expected to be more productive than competitive and individualistic efforts. Those conditions are:

1. Positive Interdependence (sink or swim together) Each group member's efforts are required and indispensable for group success Each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities
2. Face-to-Face Interaction (promote each other's success) Orally explaining how to solve problems Teaching one's knowledge to other Checking for understanding Discussing concepts being learned Connecting present with past learning
3. Individual & Group Accountability ( no hitchhiking! no social loafing) Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be. Giving an individual test to each student. Randomly examining students orally by calling on one student to present his or her group's work to the teacher (in the presence of the group) or to the entire class. Observing each group and recording the frequency with which each member-contributes to the group's work. Assigning one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers. Having students teach what they learned to someone else.
4. Interpersonal & Small-Group Skills Social skills must be taught: Leadership Decision-making Trust-building Communication Conflict-management skills
5. Group Processing Group members discuss how well they are achieving their goals and maintaining effective working relationships Describe what member actions are helpful and not helpful Make decisions about what behaviors to continue or change

 Class Activities that use Cooperative Learning

Most of these structures are developed by Dr. Spencer Kagan and his associates at Kagan Publishing and Professional Development. For resources and professional development information on Kagan Structures.

1. Jigsaw - Groups with five students are set up. Each group member is assigned some unique material to learn and then to teach to his group members. To help in the learning students across the class working on the same sub-section get together to decide what is important and how to teach it. After practice in these "expert" groups the original groups reform and students teach each other. (Wood, p. 17) Tests or assessment follows.

2. Think-Pair-Share - Involves a three step cooperative structure. During the first step individuals think silently about a question posed by the instructor. Individuals pair up during the second step and exchange thoughts. In the third step, the pairs share their responses with other pairs, other teams, or the entire group.

3. Three-Step Interview (Kagan) - Each member of a team chooses another member to be a partner. During the first step individuals interview their partners by asking clarifying questions. During the second step partners reverse the roles. For the final step, members share their partner's response with the team.

4. RoundRobin Brainstorming (Kagan)- Class is divided into small groups (4 to 6) with one person appointed as the recorder. A question is posed with many answers and students are given time to think about answers. After the "think time," members of the team share responses with one another round robin style. The recorder writes down the answers of the group members. The person next to the recorder starts and each person in the group in order gives an answer until time is called.

5. Three-minute review - Teachers stop any time during a lecture or discussion and give teams three minutes to review what has been said, ask clarifying questions or answer questions.

6. Numbered Heads Together (Kagan) - A team of four is established. Each member is given numbers of 1, 2, 3, 4. Questions are asked of the group. Groups work together to answer the question so that all can verbally answer the question. Teacher calls out a number (two) and each two is asked to give the answer.

7. Team Pair Solo (Kagan)- Students do problems first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially are beyond their ability. It is based on a simple notion of mediated learning. Students can do more things with help (mediation) than they can do alone. By allowing them to work on problems they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help.

8. Circle the Sage (Kagan)- First the teacher polls the class to see which students have a special knowledge to share. For example the teacher may ask who in the class was able to solve a difficult math homework question, who had visited Mexico, who knows the chemical reactions involved in how salting the streets help dissipate snow. Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same sage. The sage explains what they know while the classmates listen, ask questions, and take notes. All students then return to their teams. Each in turn, explains what they learned. Because each one has gone to a different sage, they compare notes. If there is disagreement, they stand up as a team. Finally, the disagreements are aired and resolved.

9. Partners (Kagan) - The class is divided into teams of four. Partners move to one side of the room. Half of each team is given an assignment to master to be able to teach the other half. Partners work to learn and can consult with other partners working on the same material. Teams go back together with each set of partners teaching the other set. Partners quiz and tutor teammates. Team reviews how well they learned and taught and how they might improve the process.

Daftar Pustaka

David and Roger Johnson. "Cooperative Learning." [Online] 15 October 2001. <http://www.clcrc.com/pages/cl.html>.

David and Roger Johnson. "An Overview of Cooperative Learning." [Online] 15 October 2001. <http://www.clcrc.com/pages/overviewpaper.html>.

Howard Community College's Teaching Resources. "Ideas on Cooperative Learning and the use of Small Groups." [Online] 15 October 2001. <http://www.howardcc.edu/profdev/resources/learning/groups1.htm>.

Kagan, S. Kagan Structures for Emotional Intelligence. Kagan Online Magazine. 2001, 4(4). http://www.kaganonline.com/Newsletter/index.html

Bruner, J. S. (1961). "Tindakan penemuan." Harvard Tinjauan Pendidikan 31 (1): 21-32

Pusat Ilmu Pengetahuan, Matematika, dan Teknik Pendidikan (CSMEE), (1998) Publikasi.

Colburn, A. (2000) "Sebuah Primer Kirim." Ilmu Lingkup Maret 2000: 42-44
Dewey, J. (1997) Bagaimana Kita Pikirkan, New York; Dover Publications