Materi Workshop Teknologi Pendidikan Prof Atwi

FOKUS PROFESI

Atwi Suparman
Disampaikan dalam Workshop Penyusunan
Kurikulum Teknologi Pendidikan
di Universitas Muhammadiyah Jakarta
13 Februari 2017

I. Mari Kita Menyimak
Kembali Definisi
Teknologi Pendidikan
dari Waktu ke Waktu

Perkembangan Definisi Teknologi
Instruksional

1. Instructional technology is the design and
use of messages which control the
learning process. (1963).
(Commissions esthablized by The Depratement of Audiovisual
Instruction - USA)

 Message Design
(Reiser, Robert A. and Dempsey, Jhon V. Trends and Issues In
Instructional Design and Technology, (third edition). New York:
Pearson. 2012. (pp. 1-5)

Atwi Suparman

Lanjutan

2. Instructional technology means the media
born of the communication revolutions
which can be used for instructional
purposes alongside the teacher, textbook,
and blackboard. (1970)
(Commissions on Instructional Technology, first
definition).
 Instructional Media
Atwi Suparman

Lanjutan

3. Instructional technology is a systematic way of
designing, carrying out, and evaluating the
whole process of learning and teaching in
terms of specific objectives, based on research
on human learning and communication, and
employing a combination of human and non
human resources to bring about more efective
instruction. (1970)
(Commissions on Instructional Technology, second
definition)
 System Approach for Effective Instruction
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Lanjutan

4.

Educational technology is a complex,

integrated
process
involving
people,
procedures, ideas, devices, and organization,
for analyzing problems and devising,
implementating, evaluating, and managing
solutions to those problems, involved in all
aspects of human learning. (AECT 1977)
 ET for Solving Educational Problems

Atwi Suparman

Lanjutan

5. Instructional technology is the theory and
practice
of
design,
development,

utilization, management, and evaluation of
processes and resources for learning. (AECT,
1994)

 Five Domains of IT

Atwi Suparman

Lima Kawasan Teknologi
Pembelajaran
 Design
 Development
 Utilization (Implementation,
Diffusions of Innovation).
 Management (Resource Manag
and Development Manag).
 Evaluation

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Lanjutan

6. Educational technology is the study and
ethical practice of facilitating learning and
improving performance by creating, using,
and managing appropriate technological
processes and resources. (AECT, 2008)
 Elements of IT
 Instructional & Non Instructional Solution

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Elements of The
Definition
Januszweski, Alan and Molenda, Michael.
(2008). Educational Technology: A
Definition with Complementary. New York:
Taylor & Francis Group. (pp. 1-13, 50-77,
81-105, 175-191)
Atwi Suparman

Creating

Study

Processes
+
Resources

Managing

Using

Practic
e

Facilitating Learning
+
Improving
Performance

A Visual summary of key elements of the current definition
(AECT, 2008) p. 5

Study
Information gathering in analysis beyond the
traditional conceptions of research. It is intended
to include quantitative & qualitative research as
well as other forms of disciplined inquiry such as
theorizing, philosophical analysis, historical
investigations, development projects, fault
analyses, system analyses, evaluations.
 To prove that media and technology are
effective tools for instruction
 To examine the appropriate applications of
processes and technologies to the
improvement of learning.
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Ethical
Practice

 The ethical use of media and on respect for
intelectual property
 In maintaining a high level of professional
conduct
 Commitment to the individidual
(protection of rights of access to materials
and efforts to protect the health and
safety of professionals;
 Commitment to society
 Commitment to the profession
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Facilitating Learning

Helping people to learn
Productive, active use, or deep learning
(learning that is based on rich experience and
that can be applied in real world contexts)
Learning is controlled and owned by learners

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Improving Performance
 Changes in capabilities that carry over into real world
application
 To improve the performance of individual learners, of
teacher and designer, and of organizations.
 Please note that this chapter is not about
performance improvment as it is concieved in
business management theory or the field of Human
Performance Technology (HPT). In those venues,
people view performance improvement as a process
of using all available means to solve performance
problems in organization. (p.49)
 Konsep performance improvement dalam HPT lebih
luas dari
konsep
improving
dalam
Molenda,

Michael
and
Pershing, performance
James A in Januszweski,
Teknologi
Pendidikan.
Alan
and Molenda,
Michael (2008). Educational Technology:
A Definition with Complementary. New York: Taylor &
Francis Group. (p.49)

Strategic Planning
(p.75)

Performance
Analysis

Cause Analysis –
deficiencies in :

selection

Performance
Interventions
- Other than
instructional

Design

Developme
nt

Evaluation & Revision
Change
Analysis

Production

Inherent Abilities
Skills/Knowledge
Physical Environment
Tools

Performance
Interventions
- instructional

Cognitive Support
Incentives
Organizational
systems

Implementation

Analysis

Design

Evaluation & Revision
Change
Production

Developme
nt

Non Instructional Solutions/
Interventions
(Apart of Human Performance Technology Not Instructional
Technology)

 Reward structures
 Feedback to workers
 Working tools
 Physical environment
 Organizational change
 Job redesign
 Knowledge management system
 Informal learning (from
experiences)
 Performance support (job aids,
manual)
Atwi Suparman

Creating

There are no processes or resources to
use or manage unless someone first creat
them.
The activities and theories related to the
whole complex process involved in
creating instructional materials, learning
environments, and larger teachinglearning systems

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Using
It refers to the theories and practices
related to bring learners into contact with
learning conditions and resources
Selection of appropriate processes and
resources.
The learner’s encouter with the learning
resources takes place within some environment
following some procedures, often under the
guidance of an instructor, the planning in conduct
of which can fit under the label of utilization

Diffusion process

Managing
Educational technology program management
activities tend to directed to one of four
objects: managing projects, managing
resources, managing performance of people, or
managing programs.
 Managing projects is a well-understood
management function within the field of
educational technology. The projects in
question typically entail the design and
development of instructional materials and
systems.

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Lanjutan
 Managing resources :
 Multiple tasks related to instructional
information to ensure that a collection of
learning resources is developed,
maintained, and made available as
needed.
 Multiple tasks related to a combination of
medium and method of usage that is
employed to present instructional
information to a learner.
 How the information for learning is
stored, transfered, or processed.
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Lanjutan

 Managing the performance of people.
 Personnel management includes
ensuring that there are enough people
with the right skills to do the work at
the right time and for the lowest cost
with the necessary resources
 Every facet of an organization in terms
of quality is intendeed

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Lanjutan

 Managing program
 Programs are mission driven, have
greater duration, and usually
contain multiple projects
 Marketing
 Managing change
 Program evaluation

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Appropriate

 Suitability for and compatibility with
their intended purposes.
 The simplest and most benign (ramah)
solutions to a problem

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Technological

 The use of processes that have some
claim of worthy results, based on
research or at least reflective
development.
 The use of resources, hardware and
software entailed in teaching.

Atwi Suparman

Processes

 A series of activities directed toward a
specified result
 Educational technologist often employ
specialized process to design, develop,
and produce learning resources

Atwi Suparman

Resources

 People, tools, technologies, and
materials designed to help learners
 Including high-tech ICT systems,
community resources, digital media,
analog/traditional media

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Definisi Lain

(Tidak Resmi)

Lanjutan

(Definisi ini digunakan dalam buku Trend and Issues In
Instructional Design and Technology, 2012)

7.

The field of instructional design and
technology (also known as instructional
technology) encompasses the analysis of
learning and performance problems, and the
design,
development,
implementation,
evaluation and management of instructional
and non-instructional processes and resources
intended to improve learning and performance
in a variety of setting, particulary educational
institutions and the workplace.

(Reiser, Robert A. and Dempsey, Jhon V. Trends and Issues In
Instructional Design and Technology, (third edition). New York:
Atwi Suparman
Pearson. 2012. p. 5)

Kurikulum Teknologi
Pendidikan di Indonesia
mengacu pada
1. KKNI (Kerangka Kualifikasi
Nasional Indonesia) dalam
Peraturan Presiden Republik
Indonesia No. 8 tahun 2012.
2. AECT Standard yang berlaku
secara Internasional

GATS & AFTA, UU SISDIKNAS, REGIONAL
CONVENTIONS KESIAPAN INDONESIA
MENERIMA INFLUX TENAGA KERJA ASING DALAM
BERBAGAI JENJANG PEKERJAAN DI INDUSTRI/
PERUSAHAAN

REKOGNISI KUALIFIKASI SDM INDONESIA



MENINGKATKAN REKOGNISI dan
PENYETARAAN KUALIFIKASI DI DALAM & LUAR
NEGERI

KERANGKA KUALIFIKASI NASIONAL
INDONESIA

KKNI
9
8
7
6
5
4
3
2
1

MERUJUK PERPRES NO 8 TAHUN
2012
 Kerangka Kualifikasi Nasional Indonesia (KKNI),
adalah penjenjangan capaian pembelajaran yang
menyetarakan, keluaran bidang pendidikan formal,
nonformal, dan informal, atau pengalaman kerja
dalam rangka pengakuan kompetensi kerja sesuai
dengan struktur pekerjaan di berbagai sektor
 Jenjang kualifikasi adalah tingkat capaian
pembelajaran yang disepakati secara nasional,
disusun berdasarkan ukuran hasil pendidikan dan/
atau pelatihan yang diperoleh melalui pendidikan
formal, nonformal, informal, atau pengalaman kerja
 KKNI merupakan perwujudan mutu dan jati diri
Bangsa Indonesia terkait dengan sistem
pendidikan dan pelatihan nasional yang dimiliki
Indonesia
 KKNI terdiri dari 9 (sembilan) jenjang kualifikasi,
dimulai dari Kualifikasi – 1 sebagai kualifikasi

KKNI
S3
S2

S1

9
Spesialis

8

Profesi

7
6

D IV

5

D III

4
3
Sekolah Menengah
Umum

2

D II
DI

Sekolah Menegah
Kejuruan

1

KUALIFIKASI MANUSIA

Peraturan Presiden
Republik Indonesia Nomor.8
Tahun 2012 tentang
Kerangka Kualifikasi
Nasional Indonesia
17 Januari 2012

LEVEL 6
D4)

(Sarjana S1 dan

• Mampu mengaplikasikan bidang keahliannya dan
memanfaatkan ilmu pengetahuan, teknologi, dan/atau
seni pada bidangnya dalam penyelesaian masalah serta
mampu beradaptasi pada situasi yang dihadapi
• Menguasai konsep teoritis bidang pengetahuan tertentu
secara umum dan konsep teoritis bagian khusus dalam
bidang pengetahuan tersebut secara mendalam, serta
mampu meformulasikan penyelesaian masalah
prosedural
• Mampu mengambil keputusan yang tepat berdasarkan
analisis informasi dan data, dan mampu memberikan
petunjuk dalam memilih berbagai alternatif solusi secara
mandiri dan kelompok
• Bertanggung jawab pada pekerjaan sendiri dan dapat

LEVEL 7
PROFESI )

(PENDIDIKAN

• Mampu merencanakan dan mengelola sumberdaya di
bawah tanggung jawabnya, dan mengevaluasi secara
komprehensif kerjanya dengan memanfaatkan ilmu
pengetahuan, teknologi, dan/atau seni untuk
menghasilkan langkah-langkah pengembangan
strategis organisasi.
• Mampu memecahkan permasalahan ilmu
pengetahuan, teknologi, dan/atau seni di dalam
bidang keilmuannya melalui pendekatan
monodisipliner.
• Mampu melakukan riset dan mengambil keputusan
strategis dengan akuntabilitas dan tanggung jawab
penuh atas semua aspek yang berada di bawah
tanggung jawab bidang keahliannya.

LEVEL 8
SPESIALIS)

(MAGISTER &

• Mampu mengembangkan pengetahuan, teknologi,
dan/atau seni di dalam bidang keilmuannya atau
praktek profesionalnya melalui riset, hingga
menghasilkan karya inovatif dan teruji.
• Mampu memecahkan permasalahan ilmu
pengetahuan, teknologi, dan/atau seni di dalam bidang
keilmuannya melalui pendekatan inter atau
multidisipliner.
• Mampu mengelola riset dan pengembangan yang
bermanfaat bagi masyarakat dan keilmuan, serta
mampu mendapat pengakuan nasional dan
internasional.

LEVEL 9

(DOKTOR)

• Mampu mengembangkan pengetahuan, teknologi,
dan/ atau seni baru di dalam bidang keilmuannya atau
praktek profesionalnya melalui riset, hingga
menghasilkan karya kreatif, original, dan teruji.
• Mampu memecahkan permasalahan ilmu
pengetahuan, teknologi, dan/atau seni di dalam bidang
keilmuannya melalui pendekatan inter, multi, dan
transdisipliner.
• Mampu mengelola, memimpin, dan mengembangkan
riset dan pengembangan yang bermanfaat bagi ilmu
pengetahuan dan kemaslahatan umat manusia, serta
mampu mendapat pengakuan nasional dan
internasional.

SERTIFIKASI

Pendidikan
kejuruan

Terakreditasi

KUALIFIKASI oleh
Lembaga QA

PENDIDIKAN TINGGI
Akdemik, Vokasi,
Profesi

8
7

6

5

4

3

2
1

PELATIHAN
Sertifikasi oleh
Lembaga Sertifikasi Profesi

PENDIDIKA
N
KKNI
9

Pelatihan
Keahlian

Pelatihan
Ketrampilan

KKNI

SETIAP PROGRAM STUDI
HARUS MERUMUSKAN
KOMPETENSI
(LEARNING OUTCOMES)
LULUSANNYA

KURIKULUM
BERBASIS
KOMPETENSI

AECT Standard

AECT Standards, 2012
Version

AECT Standard 1 - Content
Knowledge
Candidates demonstrate the
knowledge necessary to create,
use, assess, and manage
theoretical and practical
applications of educational
technologies and processes.
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Indicators:
 Creating - Candidates demonstrate the
ability to create instructional materials and
learning environments using a variety of
systems approaches. (p. 81)
 Using - Candidates demonstrate the ability
to select and use technological resources
and processes to support student learning
and to enhance their pedagogy. (p. 141)

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Lanjutan

 Assessing/Evaluating - Candidates demonstrate
the ability to assess and evaluate the effective
integration of appropriate technologies and
instructional materials.
 Managing - Candidates demonstrate the ability
to effectively manage people, processes,
physical infrastructures, and financial resources
to achieve predetermined goals. (p. 178)
 Ethics - Candidates demonstrate the
contemporary professional ethics of the field as
defined and developed by the Association for
Educational Communications and Technology. (p.
284)
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AECT Standard 2
(Content Pedagogy)

Candidates develop as reflective
practitioners able to demonstrate
effective implementation of
educational technologies and
processes based on contemporary
content and pedagogy.

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Indicators:
 Creating - Candidates apply content pedagogy
to create appropriate applications of processes
and technologies to improve learning and
performance outcomes. (p. 1)
 Using - Candidates implement appropriate
educational technologies and processes based
on appropriate content pedagogy. (p. 141)
 Assessing/Evaluating - Candidates demonstrate
an inquiry process that assesses the adequacy
of learning and evaluates the instruction and
implementation of educational technologies and
processes (p. 116-117) grounded in reflective
practice.
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Lanjutan

 Managing - Candidates manage
appropriate technological processes and
resources to provide supportive learning
communities, create flexible and diverse
learning environments, and develop and
demonstrate appropriate content
pedagogy. (p. 175-193)
 Ethics - Candidates design and select
media, technology, and processes that
emphasize the diversity of our society as a
multicultural community. (p. 296)
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AECT Standard 3
(Learning Environments

Candidates facilitate learning (p. 41)
by creating, using, evaluating, and
managing effective learning
environments. (p. 1)

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Indicators:
 Creating - Candidates create instructional design
products based on learning principles and researchbased best practices. (pp. 8, 243-245, 246)
 Using - Candidates make professionally sound
decisions in selecting appropriate processes and
resources to provide optimal conditions for learning
(pp. 122, 169) based on principles, theories, and
effective practices. (pp. 8-9, 168-169, 246)
 Assessing/Evaluating - Candidates use multiple
assessment strategies (p. 53) to collect data for
informing decisions to improve instructional
practice, learner outcomes, and the learning
environment. (pp. 5-6)
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Lanjutan

 Managing - Candidates establish mechanisms (p.
190) for maintaining the technology infrastructure
(p. 234) to improve learning and performance. (p.
238)
 Ethics - Candidates foster a learning environment
in which ethics guide practice that promotes
health, safety, best practice (p. 246), and respect
for copyright, Fair Use, and appropriate open
access to resources. (p. 3)
 Diversity of Learners - Candidates foster a learning
community that empowers learners with diverse
backgrounds, characteristics, and abilities. (p. 10)
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AECT Standard 4
(Professional Knowledge and Skills)

Candidates design, develop, implement,
and evaluate technology-rich learning
environments within a supportive
community of practice.

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Indicators:
 Collaborative Practice - Candidates collaborate
with their peers and subject matter experts to
analyze learners, develop and design
instruction, and evaluate its impact on
learners.
 Leadership - Candidates lead their peers in
designing and implementing technologysupported learning.
 Reflection on Practice - Candidates analyze
and interpret data and artifacts and reflect on
the effectiveness of the design, development
and implementation of technology-supported
instruction and learning to enhance their

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Lanjutan

 Assessing/Evaluating - Candidates design
and implement assessment and
evaluation plans that align with learning
goals and instructional activities.
 Ethics - Candidates demonstrate ethical
behavior within the applicable cultural
context during all aspects of their work
and with respect for the diversity of
learners in each setting.
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AECT Standard 5 (Research)

Candidates explore, evaluate, synthesize,
and apply methods of inquiry to enhance
learning (p. 4) and improve performance
(pp. 6-7).

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Indicators:
 Theoretical Foundations - Candidates
demonstrate foundational knowledge of
the contribution of research to the past
and current theory of educational
communications and technology. (p. 242)
 Method - Candidates apply research
methodologies to solve problems and
enhance practice. (p. 243)

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Lanjutan

 Assessing/Evaluating - Candidates apply
formal inquiry strategies in assessing and
evaluating processes and resources for
learning and performance. (p. 203)
 Ethics - Candidates conduct research and
practice using accepted professional (p.
296) and institutional (p. 297) guidelines
and procedures.

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Standard 1 Standard 2 Standard 3
Standard 4
Standard 5
Content
Content
Learning
Professional
Research
Knowledge Pedagogy Environments Knowledge & Skills
Creating

X

X

X

Using

X

X

X

Assessing/
Evaluating

X

X

X

Managing

X

X

X

X

Ethics

X

X

X

X

Diversity of
Learners
Collaborative
Practice
Leadership
Reflection on
Practice
Theoretical
Foundations
Method

X

X

X
X
X
X
X
X

Educational Technology: A Definition with Commentary (2008, A.

Tips dalam Pengembangan Kurikulum
TP
1. Mengacu pada kompetensi lulusan yang
diharapkan (nasional dan internasional)
2. Menggunakan sumber daya (SDM dan saranaprasarana) terbaik yang dimiliki atau dapat
disediakan oleh lembaga pendidikan
penyelenggara.
3. Menentukan daftar mata kuliah dengan
mengacu pada kawasan teknologi pendidikan
yang diturunkan dari definisi TP terbaru.
4. Merancang strategi pembelajaran yang
memfasilitasi interaksi pembelajaran secara
intensif.
5. Menetukan penilaian hasil belajar yang valid,
reliable, dan usable untuk mengukur
ketercapaian kompetensi lulusan yang

Semoga
Presentasi
ini
Bermanfaat
Thank You