TeknologiPendidikan.NET

• Instructional / Training Design

  Posted on August 3rd, 2010

  Written by Uwes A. Chaeruman

  Tags

  constructivism, merancang silabus, silabus, student-centered learning, syllabus

  Merancang Silabus yang Berorientasi Pemelajar

  

  Beberapa bulan lalu sy diminta cuap-cuap tentang merancang silabus yang baik di kampus PPs UNTIRTA, Banten. Tanggal 3 Agustus ini dimintapun oleh AKOMM TVRi Kemang Pratama, Bekasi, berbicara hal yang sama. Akhirnya, tajuk ini saya beri nama Menyusun Silabus yang berorientasi pada Pemelajar (student-centered syllabus). Apakah Silabus silabus itu sebenarnya? Secara harfiah, silabus mengandung arti [...]

• Technology

  Posted on April 17th, 2009

  Written by Uwes A. Chaeruman

  Tags

  constructivism, constructivistic, constructivistic approach, constructivistic theory, learning, learning theory

  Basic Concept of Constructivistic Learning Approach

  Basic Concept Wana Daphne Lin Hsiao stated that basically, constructivism views that knowledge is not ‘about’ the world, but rather ‘constitutive’ of the world (Sherman, 1995). Constructivist approach to learning emphasizes authentic, challenging projects that include students, teachers and experts in the learning community. In an authentic environment, learners assume the responsibilities of their own [...]

• Instructional / Training Design

  Posted on October 13th, 2008

  Written by Uwes A. Chaeruman

  Tags

  active learning, behaviorisme, constructivism, constructivist learning, kognitivisme, konstruktifistik, kosntruktivistik, learning, membangun pengetahuan, teori belajar, teori belajar konstruktivistik

  Cognitive and Socio-Constructivism

  Topik ini adalah request dari pembaca bernama Liesn yang meminta rujukan terkai dengan socio-constructivism. Here it is Lies! mudah-2an membantu Anda Ide dasar konstruktifisme sebenarnya sederhana, yaitu bahwa pengetahuan manusia diperoleh dengan cara dibangun, bukan diajarkan, manusia itu sendiri yang membangun pengetahuannya. Oleh karenanya, pemelajar didorong untuk secara aktif membangun pengetahuan dalam situasi yang realistis [...]

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