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| 100 Kunjungan Terakhir |
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Contextual Learning and Life Skills Education
By Drs. Farhan, M.Pd
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THE education system in Indonesia has not been very successful in producing creative, innovative, and productive graduates. The main reason for this is that teaching and learning activities in schools tend to be theoretical and focused on the transfer of knowledge rather than on the development of skills such as the ability to cooperate, critical thinking, creative thinking and having high motivation in working.
It is these skills, called Life Skills, which are needed and most useful for students to lead positive and productive lives. Integrating life skills into classrooms teaching and learning activities, depends on teachers’ understanding and ability to use the right learning strategies. One key strategy, which can be used is called contextual learning.
Contextual learning relates classroom learning to real life situations and students’ immediate environment and experience. Contextual learning can support the development of critical thinking, transfer of knowledge, data analysis and problem solving.
When completing my studies at Universitas Sebelas Maret, Surakarta, to obtain my Master’s degree, I completed research on the implementation of contextual learning including, which included a case study at MTsN Kudus.
A Case Study at MTsN Kudus
Contextual learning which integrated life skills education has been successfully adopted and used by teachers at MTsN Kudus. The result of this was a clear improvement in students’ interpersonal skills, academic skills and pre vocational skills.
There were some significant changes in the classroom which led to these positive results in students performance. They were:
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Classrooms activities had become more fun and challenging. Students felt encouraged to participate in the learning process more actively
In their lessons teachers used a variety of learning resources and tools
Teachers used better classroom management. Students worked individually and/or in groups. This enabled them to interact and discuss things with their classmates
The lessons were not monotonous and students could understand the materials given by the teachers more easily
Teachers also often asked questions which challenged students to think critically and the material the students learnt was related to their environment.
Conclusion
The results of the research shows that contextual learning is the right approach which can be used in developing life skills because it has the potential to create meaningful learning in the classroom which is relevant to the real world situation. Through this research I can conclude that the integration of life skills education in the classroom learning can be achieved effectively through using a contextual teaching and learning approach.
To end this article, I would like to share some points regarding contextual learning and life skills. If these points are followed, I believe that contextual learning will be well implemented and lead to positive results.
First, it is essential to give understanding to teachers on the importance of life skills development. The knowledge and skills obtained by teachers should be implemented in the learning activities in the classroom.
Secondly, teachers need to develop contextual learning using various learning resources and tools. Finally, the authorities in education i.e. Kepala Dinas (Heads of Office), School Supervisors, and Principals, need to give supports and provide facilities to teachers in developing and implementing contextual learning.
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Selection of District Facilitators
To ensure both short and long term program success, the DBE3 training program is supported in its district level implementation by a group of District Facilitators.
In order to select the most capable facilitators and to develop a sense of local government ownership of the facilitators, selection has been taking place jointly with local government.
Garut, West Java: On March 9, 2009, at SMPN 1 Garut, DBE3 West Java conducted the selection process for District Facilitators. There were 50 candidates, most of whom are teachers at SMP/MTs in Garut District.
In this selection the panelists, from the District Education Office, MORA and DBE3 assessed the academic and communication skills of the candidates, through interviews and presentations.
Out of 50 candidates, 15 were selected to be District Facilitators for five subjects; Science, Social Science, Mathematics, Bahasa Indonesia and English.
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The Head of the Dinas Pendidikan Office in Sidrap, Drs. Syahruddin, M.Ed, interviewing one of the candidates for district facilitator.
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Sidrap, South Sulawesi: Held on March 19-20 at Dinas Pendidikan Office in Sidrap the selection process of District Facilitators involved 24 candidates, which were short listed from 46 applicants. These candidates were interviewed by a panel consisting of officials from Dinas Pendidikan and MoRA, the DBE3 Provincial Coordinator and District Officer. Out of 24, 12 were selected and invited to attend the training of district facilitators in Pare-Pare between March 30-April 1. These 12 new District Facilitators will be added to the three existing District Facilitators who conducted training previously using the English modules prepared by DBE3.
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Inovasi Pendidikan: Media Komunikasi SMP dan MTs
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Nomor 02/April 2009
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