Backward Design : Strategi Pembelajaran dalam Meningkatkan Keterlibatan Siswa
DOI:
https://doi.org/10.33394/jp.v10i3.7766Keywords:
Learning Strategies, Student Engagement, Backward Design, Concept Checking, Interaction Patterns.Abstract
This research aims to explore the backward design model as a learning strategy to enhance student engagement. This research adopts a descriptive approach with a qualitative method. The participants of this study were high school teachers selected through the snowball sampling technique. The data collection was conducted through interviews and participatory observation, while data analysis follows an interactive model analysis approach, including data reduction, data display, and conclusion drawing/verification. The research findings indicated that the backward design was one of the effective learning design models as it focused on understanding and developing students' thinking skills. The model directed teachers to set learning objectives that wereappropriate to the student's needs and skills, conduct assessments to measure students' understanding and skills and formulate when delivering materials or certain concepts gradually. Implementing concept-checking techniques allows teachers to measure students' understanding periodically, and applying interaction patterns accommodates continuous interactions.Â
Â
References
Aguilar, Elena. (2010). Do You Check for Understanding Often Enough with Students?. Retrieved May, 16, 2023, from George Lucas Educational Foundation website: https://www.edutopia.org/formative-assessments-checking-for-understanding-strategies.
Anders, Madison. (2023). 4 Ways to Improve Student Responses on Online Discussion Boards. Retrieved May, 16, 2023, from George Lucas Educational Foundation website: https://www.edutopia.org/article/improve-online-discussions-high-school/.
As’ari, A. . (2016). Penggunaan Backward Design dalam Merancang Pembelajaran Matematika Yang Bernuansa Observation-Based Learning. Journal for Research Mathematics Education, 28(1), 8–19. https://doi.org/10.13140/2.1.3486.4165
Astuti, P., & Barratt, L. (2021). “She Taught Me Wordsâ€: The Availability of Vocabulary Help in EFL Classrooms during Cooperative Learning’s Peer Interaction. Pasaa, 61(June), 253–283.
Bungin, Burhan. (2007). Penelitian Kualitatif: Komunikasi, Ekonomi, Kebijakan Publik, dan Ilmu Sosial Lainnya. Jakarta: Kencana Prenada Media Group.
Burson, T. (2011). The Effects of Backward-Designed Curriculum and Instruction on Classroom Management. 182.
Creswell, John W. (2015). Research Design: Pendekatan Kualitatif, Kuantitatif dan Mixed. Yogyakarta: Pustaka Pelajar.
Doff, A. (1988) Teach English: A Training Course for Teachers (Trainer’s Handbook). Cambridge: Cambridge University Press.
Kasali, Rhenald. (2018). The Great Shifting. Jakarta: PT Gramedia Pustaka Utama.
Korotchenko, T. V., Matveenko, I. A., Strelnikova, A. B., & Phillips, C. (2015). Backward Design Method in Foreign Language Curriculum Development. Procedia - Social and Behavioral Sciences, 215(June), 213–217. https://doi.org/10.1016/j.sbspro.2015.11.624
Kyriacou, Chris. (2021). Effective Teaching: Memahami Belajar dan Mengajar. Perpustakaan
Nasional RI: Katalog dalam Terbitan (KDT). Penerbit: Nusamedia.
Kyriacou, Chris. (2021). Hubungan dengan Murid. Perpustakaan Nasional RI: Katalog dalam
Terbitan (KDT). Penerbit: Nusamedia.
Lasmawan, I. W. (2019). Era Disrupsi Dan Implikasinya Bagi Reposisi Makna Dan Praktek Pendidikan (Kaji Petik Dalam Perspektif Elektik Sosial Analisis). Jurnal Media Komunikasi Pendidikan Pancasila Dan Kewarganegaraan, 1(1), 54–65. https://doi.org/10.23887/jmpppkn.v1i1.13
Light, D., & Pierson, E. (2014). Increasing Student Engagement in Math : The Use of Khan Academy in Chilean Classrooms Daniel Light and Elizabeth Pierson. International Journal of Education and Development Using Information and Communication Technology, 10(2), 103–119.
Lisa, J. L., Ariesta, R., & Purwadi, A. J. (2019). Analisis Interaksi Guru dan Siswa dalam
Pembelajaran Bahasa Indonesia di Kelas VII SMP Negeri 15 Kota Bengkulu. Jurnal
Ilmiah KORPUS, 2(3), 270–282. https://doi.org/10.33369/jik.v2i3.6782
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works:
Research-based strategies for increasing student achievement. ASCD.
McTighe, J., & Wiggins, G. (2012). Understanding By Design Framework. Alexandria, VA: Association for Supervision …, 1–13. ftp://ftp1.sd34.bc.ca/ProD/VC/BackwardDesign/UbD_WhitePaper0312.pdf
Mercer, N. (2000). Words and minds: How we use language to think together. London: Routledge.
Murphy, D., & Harper, R. (2018). Backward design. Learning Everywhere on Campus, 93–106. https://doi.org/10.4324/9781315205809-9
Nguyen, H. T. (2007). Rapport building in language instruction: A microanalysis of the multiple resources in teacher talk. Language and Education, 21(4), 284–303. https://doi.org/10.2167/le658.0
Oktapratama, R. & Felani, Y. (2023). Menjadi Guru Super Efektif: Best Practices for Success in The Classroom. Palangka Raya: Lentera Reformasi Edukasi.
Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.
Powell, K. C., & Kalina, C. J. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Education, 130(2), 241–250. http://content.ebscohost.com.ezp.waldenulibrary.org/ContentServer.asp?T=P&P=AN&K=47349084&S=R&D=ehh&EbscoContent=dGJyMNXb4kSeqa84zdnyOLCmr0qep7VSrqm4S66WxWXS&ContentCustomer=dGJyMPGss0q1qK5IuePfgeyx44Dt6fIA%5Cnhttp://ezp.waldenulibrary.org/login?url=http:
Sharpe, T. (2008). How can teacher talk support learning? Linguistics and Education, 19(2), 132–148. https://doi.org/10.1016/j.linged.2008.05.001
Sinclair, J., & Coulthard, M. (1975). Towards an analysis ofdiscourse: The English used by teachers and pupils. London: Oxford University Press.
Sutikno, S. M. (2021). Strategi Pembelajaran. Indramayu: Penerbit Adab (CV Adanu Abimata).
Todd, Finley. (2014). Efficient Ways to Check for Understanding. Retrieved May, 16, 2023, from George Lucas Educational Foundation website: https://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley.
Zen, Z., Reflianto, Syamsuar, & Ariani, F. (2022). Academic Achievement: The Effect of Project-Based Online Learning Method and Student Engagement. Heliyon, 8(11). https://doi.org/10.1016/j.heliyon.2022.e11509
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
