Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Physics Education Page 279
All this time the tendency for a greater emphasis is only in cognitive aspects, so that learning becomes more centered on the teacher who usually use the lecture method or the teacher
explains the material and students are expected to memorize knowledge that conveyed by teacher. The third domain in active learning in sequence are to be questioned know
what? Cognitive, to know how? Skills, and know why? Attitude that can be described as follows.
Figure 1. Active and creative learning
On active learning is certainly going to encourage students to get involved during the learning process. Constraints to be considered is students not to be bored. This boredom will appear
when the learning having unchanged tone. Therefore, a teacher should use varied learning resources.
Active, creative, effective, and fun learning are more respect the initial knowledge of learners. Students prior knowledge or
prior knowledge or previous experience
helps them to construct knowledge that will be learned. That in the constructivist perspective of learners
based on interactions with the environment have built their prior knowledge. Therefore learning should associate knowledge brought by students with the new knowledge that they
will learned. Constructivism theory view that science should be built by the students in their own mind Nur, 2000.
Lesson plan is a face-to-face learning activity plan for one or more meetings. Lesson plan is developed from the syllabus to guide the learning activities of students in an effort to achieve
basic competency. Based on above the formulation of this research is how the competence of science teachers to design active learning?
2. Research Methods
This is a descriptive qualitative research that aims to describe the teachers competence, in compiling lesson plan based on active learning. This research was conducted at the Graduate
Program, State University of Gorontalo. The data in this study is the competence of the science teachers in preparing the lesson plan based on active learning. Source of data in this
study is lesson plan which are arranged by the 30 science Mathematics, Physics, and Biology teachers as students of Graduate Program at State University of Gorontalo
.
Instruments used in the research is a form containing the list of models, methods, approaches, media, and learning resources, as well as learning steps that include preparation step, main
step, and closing step. Data obtained from this study were processed using descriptive
Active Learning
Attitude Know why
Cognitive Know what
Skill Know how
Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Physics Education Page 280
analysis. Descriptive analysis is used to determine the percentage of science teachers competence in preparing the lesson plan based on active learning.
3. Results and Discussion
In accordance with data obtained that teachers competence to design active learning are lower. This can be caused by the less understanding of active learning and more of the
teachers commonly copy and paste the lesson plan from others.
Table 1 shows that on preparation step of the lesson plan, teachers competence to design active learning reached 36.67, and on the main step reached 53.33, and on the closing
step reached 63.33. In detail, can be described in Table 1.
Table 1. Active Learning in The Lesson Plan Data
Source Learning Steps
Preparation Step Main Step
Closing Step T 1
active learning NON
active learning
T 2 NON
active learning active learning
T 3 NON
active learning active learning
T 4 active learning
NON NON
T 5 NON
active learning NON
T 6 active learning
active learning active learning
T7 NON
NON NON
T8 NON
NON NON
T9 NON
NON NON
T10 NON
NON NON
T11
active learning active learning
active learning
T12 NON
NON NON
T13 NON
active learning active learning
T14 active learning
NON active learning
T15 active learning
active learning active learning
T16 NON
active learning active learning
T17
active learning active learning
active learning
T18 NON
active learning active learning
T19 NON
active learning active learning
T20 active learning
active learning active learning
T21
active learning NON
NON T22
NON active learning
active learning
T23 NON
NON NON
T24 NON
active learning active learning
T25 active learning
NON active learning
T26 NON
NON active learning
T27 NON
active learning active learning
T28 NON
NON NON
T29
active learning active learning
active learning
T30 NON
NON NON
Ʃ 36,67
43,33 63,33
Source: Data Results
Preparation steps that consists of orientation, aperception, motivation, and provision of reference are activities that must be carried out by the teacher in the learning process. 33.67
of the lesson plans were represented active learning.
Aperception should be oriented to the natural phenomen and what would be teach that closed to the students everyday life and then something could students suprise and amaze. So in the
students mind that “why it could be occured”. And they always wait the anwers and explanations about that. That is the starting point of students to learn.
Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Physics Education Page 281
Main step is the learning phase in which teachers with students actively involved in learning activities. This step should based on scientific approach
scientific,
which consists of
observing
,
questioning
,
associating
,
experimenting
,
networking
. In this step about 43.33 of the lesson plans were represented active learning.
Most of the lesson plans were commonly used lecture method to transfer all of the knowledges to the students although they stated before they using other methods which they
claimed active learning. And the active learning was appeared in evaluation only and not in learning process.
Closing step in learning is the final part of the learning process consisting of five activities, namely 1 concluded, 2 conduct reflection, 3 provide feedback on the process and
learning outcomes, 4 provide follow-up in the form of duties, both individual and group assignments; and 5 inform the learning activities planned for the next meeting. In this step,
about 63.33 of the lesson plans were represented active learning.
4. Conclusion
