Effective teaching method asisten

Training Asisten – Effective Teaching Method

Dwi MartaniKetua Departemen Akuntansi FEUI

Pembekalan Asisten dan Asisten Lab BaruDepartemen Akuntansi 2012

Agenda

Karir Akuntansi1

Kurikulum dan Kompetensi2

3 Bagaimana Efektif Mengajarkan

Karir Asisten

Asisten Lab Asisten Dosen Dosen Syarat Dosen

S2 bidang Akuntansi – luar negeri Diangkat untuk menjadi dosen tetap S3

Dosen UI Karir untuk menjadi dosen tetap kurang jelas Dosen full time basis di UI namun tetap

dapat menjalankan kegiatan lain tetapi tidak full time

Dosen

Aktivitas dosen melaksanakan tridarma perguruan tinggi Pendidikan mengajar, menguji,

membimbing, menulis buku ajar, mendampingi kegiatan mahasiswa

Penelitian publikasi jurnal, conference, tulisan ilmiah lain

Pengabdian masyarakat training, konsultasi, kajian regulasi negara

Kegiatan lain panitia, peserta seminar

Kepangkatan Dosen

Jenjang jabatan akademik Asisten ahli Lektor Lektor Kepala Profesor 850

Jenjang kepangkatan IIIB, IIIC, IIID IVA, IVB, IVC, IVD

Strategi SDM Departemen

Persyaratan dosen S2 Luar Negeri Kondisi tertentu

S2 DN, S3 LN S2 DN dan S3 DN dengan reputasi sangat baik

Kualifikasi Berkinerja baik dalam menjalankan Tri Darma PT Memiliki pengalaman praktik melalui PPA, training,

pengabdian masyarakat Memberikan kontribusi pada organisasi profesi, negara

Dosen tidak tetap dipertahankan dengan jumlah minimal, memiliki reputasi praktik / riset

Proses Menjadi Dosen

Asisten lab Asisten Dosen Dosen Asisten dosen sekolah LN Dosen Lulus bekerja sekola LN Dosen Sekolah LN proses kompetisi beasiswa Proses menunggu sekolah bekerja di

dalam kampus, atau bekerja di luar kampus

Setelah sekolah full time di kampus

Asistensi

Mengembangkan kemampuan analisis dan aplikasi suatu pengetahuan relevan dengan praktik.

Membantu mengembangkan proffesional skilla) Intellectual skillsb) Technical and functional skills numeracy decision

modeling and risk analysis, measurement, reporting, compliance with legislation

c) Personal skills self management, professional skepticism, decision making, initiative.

d) Interpersonal and communication skillse) Organizational and business management skills

Asistensi

Tidak mengulang teori yang diajarkan cukup buatkan mind map / chart rangkuman materi yang harus dikuasai

Berikan tips aspek teknis yang perlu pendalaman silabus, bedakan yang penting dan kurang penting atau sekedar perlu.

Fokus pada proses bukan hasil akhir Berikan kebebasan dalam melakukan proses

dipengaruhi oleh kemampuan mahasiswa Jalin komunikasi dengan dosen dan juga asisten Koordinasi dengan asisten yang lain termasuk dengan

koordinator lab asisten

Tips

Buat suasana kelas menarik Siapkan penguasaan materi – mahasiswa

pengin mengetahui sesuatu yang lain Pilih strategi di setiap pertemuan sehingga

asistensi menjadi menarik Biarkan mahasiswa belajar dan mengerjakan

sendiri Berperan sebagai fasilitator / teman Berikan penghargaan kepada mahasiswa

sopan, keinginan untuk membantu

KURIKULUM : SOFTWARE INPUT

PROSES BM

INPUT MAHASISWA

OUTPUT LULUSAN

SOFTWARE INPUT

HARDWARE INPUT

EXTERNAL INPUT

PENDIDIKAN SEBAGAI SISTEM

Kurikulum

Kurikulum merupakan rambu-rambu untuk menjamin mutu dan kemampuan sesuai dengan program yang ditempuh.

Seperangkat rencana pengaturan berdasarkan standar pendidikan tentang kemampuan dan sikap serta pengalaman belajar dan penilaian yang berbasis pada potensi dan kondisi peserta didik. (SK Mendiknas 045U/2002)

Seperangkat rencana dan pengaturan mengenai tujuan, isi bahan pelajaran serta cara yang digunakan sebagai pedoman penyelenggaraan kegiatan pembelajaran untuk mencapai tujuan pendidikan tertentu UU 20/2003 Sisdiknas

Kurikulum

Alat untuk mencapai tujuan pendidikan Kurikulum dirancang fleksibel agar tujuan pendidikan dapat

dicapai dan mengantisipasi perubahan lingkungan. Bersumber pada visi, misi, tujuan dan strategi program studi. Bukan hanya komposisi dan susunan mata ajar tetapi

meliputi tujuan, kompetensi yang akan dicapai, materi, metodologi dan evaluasi.

Kurikulum dijabarkan dalam: Profil lulusan Kompetensi apa akan dicapai Susunan mata ajar dan peta mata ajar Buku rancangan pengajaran silabus (untuk mahasiswa) Satuan Acara pengajaran

Pendekatan dalam Kurikulum

Content-based

approach

Structure of subject matter

Content transmission


Content-based

approach

Lulusan harus menguasai subjek keilmuan, dengan asumsi akan menunjukkan kinerja yang lebih komprehensif setelah menguasai subjek ilmu

Berorientasi pada penguasaan bidang ilmu

Seringkali terjadi kesenjangan antara teori dan aplikasi praktek

Kurikulum disusun berdasarkan asumsi dasar disiplin ilmu bukan berdasarkan kebutuhan dan harapan masyarakat

Pendekatan Kompetensi dalam Kurikulum

Competency-based

approach

Integration

Students/professional needs

Contextual

Active learning


Competency-based

approach

• Disusun berdasarkan tuntutan kompetensi lulusan yg dibutuhkan profesi dalam setting tertentu

• Asumsi : kemampuan kinerja tertentu dapat dicapai jika kualitas intelektual dibangun dengan dukungan materi tertentu

• Pendidikan : “eksperimen”, atau pengalaman belajar dalam setting (situasi dan kondisi) tertentu untuk mencapai kompetensi yang diharapkan.

PENILAIAN OLEH PERGURUAN TINGGI

SENDIRI

PENILAIAN DILAKUKAN OLEH MASYARAKAT PEMANGKU

KEPENTINGAN

KOMPETENSI SESEORANG UNTUK DAPAT MELAKUKAN TINDAKAN CERDAS, PENUH

TANGGUNG JAWAB SEBAGAI SYARAT UNTUK DIANGGAP MAMPU OLEH MASYARAKAT DALAM MELAKSANAKAN TUGAS-TUGAS DI BIDANG PEKERJAAN TERTENTU

KEMAMPUAN MINIMAL

PENGUASAAN PENGETAHUAN,

KETRAMPILAN DAN SIKAP SESUAI

SASARAN KURIKULUM

PROGRAM STUDINYA

Ciri-ciri Kurikulum Berbasis Kompetensi

Menyatakan kompetensi secara jelas dari proses pembelajaran

Proses pembelajaran memberi bekal kepada tercapainya kompetensi dan berfokus pada mahasiswa (Student Centered Learning)

Mengutamakan kesatuan penguasaan ranah kognitif, psikomotorik dan afektif.

Proses penilaian lebih ditekankan pada kemampuan untuk mendemonstrasikan kognitif, psikomotorik dan afektif.

Lulusan Perguruan tinggi diharapkan mempunyai kompetensi ( 5 elemen kompetensi ) yang sesuai kebutuhan stakeholders , berupa :• Kebutuhan masyarakat (societal needs)• Kebutuhan dunia kerja (industrial needs)• Kebutuhan profesional (professional needs)• Kebutuhan generasi masa depan (aspek vision) • Kebutuhan ilmu pengetahuan (aspek scientific)

Analisis Kebutuhan

Kelompok MPK (Pengembangan Kepribadian) Kelompok bahan kajian dan pelajaran untuk mengembangkan manusia Indonesia yang beriman dan bertaqwa terhadap Tuhan Yang Maha Esa dan berbudi pekerti luhur, berkepribadian mantap, dan mandiri serta mempunyai rasa tanggung jawab kemasyarakatan dan kebangsaan.

Kelompok MKK (Keilmuan dan Keterampilan) Kelompok bahan kajian dan pelajaran yang ditujukan terutama untuk memberikan landasan penguasaan ilmu dan keterampilan tertentu.

Kelompok MKB (Keahlian Berkarya) Kelompok bahan kajian dan pelajaran yang bertujuan menghasil-kan tenaga ahli dengan kekaryaan berdasarkan dasar ilmu dan keterampilan yang dikuasai.

KEPMENDIKNAS No. 232/U/2000 Pasal 1 dan 8:

Kelompok MPB (Perilaku Berkarya) Kelompok bahan kajian dan pelajaran yang bertujuan membentuk sikap dan perilaku yang diperlukan seseorang dalam berkarya menurut tingkat keahlian berdasarkan dasar ilmu dan keterampilan yang dikuasai.

Kelompok MBB (Berkehidupan Bermasyarakat) Kelompok bahan kajian dan pelajaran yang diperlukan seseorang untuk dapat memahami kaidah berkehidupan bermasyarakat sesuai dengan pilihan keahlian dalam berkarya.

KEPMENDIKNAS No. 232/U/2000 Pasal 1 dan 8:

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ELEMEN KOMPETENSIKURIKULUM

INTIKURIKULUM INSTITUSIONAL

Kompetensi Utama

KompetensiPendukung

Kompetensi Lainnya

1. Landasan kepribadian.

40% - 80 % 20% - 40% 0% - 30%

2. Penguasaan ilmu dan ketrampilan.

3. Kemampuan berkarya. 4. Sikap dan perilaku dalam berkarya.

5. Pemahaman kaidah berkehidupan bermasyarakat.

Tim KBK DIKTI

KOMPETENSI UTAMA ditetapkan oleh kalangan Perguruan Tinggi, masyarakat profesi dan pengguna lulusan.

KOMPETENSI PENDUKUNG & KOMPETENSI LAINNYA ditetapkan oleh Institusi penyelenggara program studi

SK. MENDIKNAS RI NO. 045/U/2002TENTANG KURIKULUM INTI PENDIDIKAN TINGGI

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International Education Standard

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IES 1: ENTRY REQUIREMENTS TO A PROGRAM OF PROFESSIONAL ACCOUNTING EDUCATION

IES 2: CONTENT OF PROFESSIONAL ACCOUNTING EDUCATION PROGRAMS

IES 3: PROFESSIONAL SKILLS IES 4: PROFESSIONAL VALUES ETHICS AND ATTITUDES IES 5: PRACTICAL EXPERIENCE REQUIREMENTS IES 6: ASSESSMENT OF PROFESSIONAL CAPABILITIES

AND COMPETENCE IES 7: CONTINUING PROFESSIONAL DEVELOPMENT: A

PROGRAM OF LIFELONG LEARNING AND CONTINUING DEVELOPMENT OF PROFESSIONAL COMPETENCE

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Tujuan:

Meyakinkan bahwa calon akuntan profesional memiliki pengetahuan profesional akuntansi yang memadai utk menjalankan fungsinya dalam menghadapi lingkungan yang kompleks dan berubah

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IES 2

Tiga bidang utama:

Accounting, finance, and related knowledge

Organizational and business knowledge

Information technology knowledge and competence

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Accounting, finance, and related knowledge

a. financial accounting and reporting;b. management accounting and control;c. taxation;d. business and commercial law;e. audit and assurance;f. finance and financial management; andg. professional values and ethics.

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Organizational and business knowledge

a. economics;b. business environment;c. corporate governance;d. business ethics;e. financial markets;f. quantitative methods;g. organizational behavior;h. management and strategic decision

making;i. marketing; andj. international business and globalization.

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Information technology knowledge and competence

a. general knowledge of IT;b. IT control knowledge;c. IT control competences;d. IT user competences; ande. one of, or a mixture of, the competences of, the

roles of manager, evaluator or designer of information systems.

Skill – IES 3

The skills professional accountants require are grouped under five main headings:a) Intellectual skillsb) Technical and functional skills numeracy decision

modeling and risk analysis, measurement, reporting, compliance with legislation

c) Personal skills self management, professional skepticism, decision making, initiative.

d) Interpersonal and communication skillse) Organizational and business management skills

Value & Ethic – IES 4

the public interest and sensitivity to social responsibilities;

continual improvement and lifelong learning; reliability, responsibility, timeliness, courtesy

and respect; and laws and regulations.

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KEAHLIAN SEORANG AKUNTAN

Analytical/critical thinking 4,53 Written communication

4,39 Oral communication

4,22 Computing technology

4,10 Decision making 4,03 Interpersonal skills

3,94 Continuous learning

3,82 Teamwork

3,81 Business decision modeling

3,65 Professional demeanor

3,64 Leadership

3,58

Risk Analysis 3,42 Measurement 3,32 Project management 3,26 Customer orientation 3,23 Change management 3,13 Negotiation 3,13 Research 3,08 Entrepreneurship 2,99 Resources Management 2,98 Salesmanship 2,61 Foreign language 2,60

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Taksonomi Bloom

35

Taksonomi Bloom

36

Taksonomi Bloom

37

Effective Teaching

Reading

Hearing wordsLooking at picture

Looking at an exhibition

Participating in a discussion

Watching video

Watching a demonstrationSeeing it done on location

Giving a talk

Doing a Dramatic Presentation

Simullating the Real Experience

Doing the Real Thing90%

70%

50%

30%

20%

10%

PASSIVE

AC

TIVE

TINGKAT MEMORISASI

Verbal reciving

Visual reciving

Partici- pating

Doing

TINGKAT KETERLIBATAN

MODEL PEMBELAJARAN

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“The aim of teaching is simple:

it is to make student learning possible”

Paul Ramsden, Learning to Teach in Higher Education, London, Routledge, 1992:5

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Social Context Of LearningLearning Is A Form Of Social Interaction

Learning Takes Place Within Learning Communities

Learning Communities Consist Of

Formal Dimensions

InformalDimensions

Strategies for Successful Trainings

Principles of Adult Learning. Active Learning. Instructional Strategies.

Principles of Adult Learning

Need to know how adults learn best. Adult learners have special needs. Six characteristics of adult learners.

• Are autonomous and self-directed.• Have a foundation of life experiences and

knowledge.• Are goal-oriented.• Are relevancy-oriented.• Are practical.• Need to be shown respect.

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Learning Pyramid*

* National Training Laboratories for Applied Behavioral Sciences, Alexandria, VA.

Instructional Strategies

Quiz. Games. Role-playing. Brainstorming. Group problem-solving. Lecture. Simulation. Case Study

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The Learning Environment

“I know I cannot teach anyone anything.I can only provide the environment in which

he can learn…”Carl Rogers (1969)

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Defining Student-Centred Learning

Brandes & Ginnis (1986:12) “with student-centred learning, students are

responsible for planning the curriculum or at least they participate in the choosing…the individual is 100% responsible for his own behaviour, participation and learning”

SCL also known as flexible learning independent learning open/distance learning participative learning self-managed learning

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Differences between SCL & Traditional Learning

TRADITIONAL STUDENT-CENTRED Tutors seen as ‘fountains of all

knowledge’ Tutor's seen as having ‘facilitator’

role Students adopt passive role Students adopt active role Tutor led Student led Student taught to set syllabus Negotiated curriculum Fixed semesters/terms Flexible study pattern Learning restricted to classroom Learning not restricted to

classroom: time, pace, place

Set classes each week Group learning via action learning

Didactic Utilise range of teaching methods

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Benefits of Student-Centred Learning

Students can work alone or in small groups, on and off campus have access to range of learning resources other than

the tutor can take exams at own convenience can enrol at flexible times of the year take ownership of their learning; become reflective

learners and be empowered are more motivated and committed towards learning

because they become partners in the learning process

can work and learn in partnership

Source: McLean (1997) & Educational Initiative Centre (2004)

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Benefits of Student-Centred Learning

Tutors act as facilitators, guides,

mentors work in teams and draw on

the help from technicians, librarians, etc

are able to work with students to determine teaching and learning strategies

develop student’s ability to become a ‘researcher’, accessing multiple sources of information

Institutions able to attract non-traditional

students & students from diverse backgrounds

widen HE participation into the community

more ‘bums on seats’!!! opportunity to improve

‘bottom line’ performance gain international reputation tutor time can be freed up to

spend on research and attracting research funding

Source: McLean (1997) & Educational Initiative Centre (2004)

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Student-Centered Learning Toolbox

Constructivist Learning

Collaborative Learning Tools

Cognitive learning theory

Motivational strategies

Michele Hampton/Gordon Haley

51Michele Hampton/Gordon Haley

• Driscoll (2000) describes constructivism as the notion that knowledge exists outside of learners and the act of learning consists of transferring that knowledge from outside to within the learner

• Consequently, learning occurs as learners attempt to make sense of their experiences

• New information is related to the knowledge and experience already possessed and is used to construct or build new knowledge

• Learners take an active role in their learning experience (Villalba & Romiszowski, 2001)





• Online courses can be used to assess information that learner’s possess through the use of online pre-tests

• By determining learner knowledge and experience level, instructors may be able to modify instruction to account for those levels

• For example, a module could be added that reviews prerequisite skills to help students refresh their memory and to ascertain if students are at the appropriate skill level assumed by the current instruction design





• Cognitive learning theory provides the foundation for developing effective, credible, and robust distance education instruction.

• Clark & Mayer (2003) assert “many e-learning courses ignore human cognitive processes and as a result do not optimize learning”.

• Villalba & Romiszowski (2001) also purports cognitive psychology should be a basis for designing instruction

• Helping the learner select information that is important to the learning process, minimizing extraneous items that do not add to learning, and integrating words and pictures are techniques that can be used to manage cognitive load


• Specific examples include:

• listing learning objectives upfront so the lesson can provide a framework that assists learners in focusing their efforts

• minimizing visuals, audio, and text that do not add to the learning experience frees up working memory to rehearse information provided in the lesson

• presenting related pictures and words in close proximity of each other





Collaborative Learning Tools

• Some common collaborative tools are: ChatsThreaded discussion boardsOnline conferencingEmail Interactive tutorials

Degree of learner concurrency and the learning goal are the primary factors that can determine which, if any, of the collaborative tools will enhance learning

• Research shows that learners who study together in an online environment often learn more than those who study alone (Clark & Mayer, 2003)




• Keller (1999) offers the ARCS instructional model as a means of integrating motivational tactics into instruction

• ARCS is an acronym for what Keller (1999) describes as the four dimensions of motivation – Attention (A), Relevance (R), Confidence (C), and Satisfaction (S).


Attention (A)Addresses student interest levels and whether student

curiosity is aroused and sustained over a period of time

Gaining and maintaining student attention can be achieved through using novel and/or surprising events in instruction, stimulating information-seeking behavior by posing or having students generate questions and then varying the elements of instruction to maintain student interest (Penn State University, 2000).






Relevance (R)Addresses relating instruction to learners experience and

values to help them construct knowledge.

Adapting instruction to meet learner needs can include the following to help learners integrate new knowledge with previous knowledge and experience :

using concrete languageusing examples and concepts that are related to the

learner’s experience and values

Michele Hampton/Gordon Haley 59March 21, 2006

• Confidence (C) refers to students’ expectations and perceptions regarding the

likelihood of their success and who controls that success — the students or the instructor

addresses relating instruction to learners experience and values to help them construct knowledge.

Informing students of the instructional learning outcomes and providing multiple achievement levels and performance opportunities that allow students to set personal goals and standards to increase the probability of experiencing success positively impacts student confidence



Michele Hampton/Gordon Haley 60March 21, 2006

• Satisfaction (S) focuses on the “learner’s intrinsic motivation and

response to extrinsic awards” (Mory, 2003, p.769)

Includes the following:providing opportunities for students to practice newly

learned skillsproviding feedback and reinforcements that will

sustain the desired behaviormaintaining consistent standards and consequences

for task accomplishment (Penn State University, 2000)



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Research Findings: McLean (1997)

Table 1: Factors that EncouragedStudents to Undertake a Flexible Learning Programme

Study whenever have the time 100Personal development 79Flexibility: own time, place, pace 76Inability to attend set courses each week 64Request a tutorial at own convenience 46Take examinations in any order 45Flexible start dates 36Under no pressure to complete course to deadline 33Take modules in any sequence 15

Another Teaching Method

PRACTICAL EXAMPLES Connecting Theory with Applications SHOW AND TELL Reversing Student Roles CASE STUDIES Bringing “Real-Life” Scenarios into the Classroom GUIDED DESIGN PROJECTS Introducing Practical Design

Experience in Classrooms OPEN-ENDED LABS Making Students Think Deeper THE FLOWCHART TECHNIQUE Organizing the Flow of Thought OPEN-ENDED QUIZZES Moving Students Away From Memorization BRAINSTORMING Encouraging Creativity QUESTION-AND-ANSWER METHOD Encouraging Student

Participation SOFTWARE Increasing Teaching Efficiency

Teaching Improvement

PlanConcept - The concept that you plan to teachStrategy - The teaching strategy that you plan to useDate - The day you plan to use the strategy Materials Needed - The teaching materials that you will needTime Needed - Plan your teaching activity so that you can accomplish allyour goalsFeedback - Decide on a strategy to obtain student feedback. Consider fast feedback, written reports and observing students’ reactions

Do: Execute your plan

Check: Review student evaluations

Act: Decide on what you would do next time. Stick with the strategy? Change?

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Terima [email protected] atau [email protected]

http://staff.blog.ui.ac.id/martani081318227080

Accounting Department FEUI

mailto:[email protected]

mailto:[email protected]


Clark, R.C and Mayer, R.E. (2003). Learning together on the web. In e-learning and the science of instruction (p. 197-224). San Francisco, CA: Jossey-Bass, Pfeiffer.

Driscoll, M. P. (2000). Constructivism. In Psychology of Learning for Instruction [Electronic version]. Boston: Allyn & Bacon.

Keller, J.M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78), 39-47. Retrieved July 14, 2005, from Academic Search Premier database (0271-0633).

Land, S. M. and Hannafin, M. J. (2000). Student-centered learning environments. In Jonassen, D.H. & Land, S.M. (Eds.), Theoretical Foundations of Learning Environments (p. 1-23). Mahwah, NJ: Lawrence Earlbaum Associates.

Lorenzetti, J. P. (2005). Secrets of online success: Lessons from the community colleges. Distance Education Report, (9)11, 3-5. Retrieved August 11, 2005, from Academic Search Premier database (1094-320X).

Macdonald, J. (2004). Developing competent e-learners: The role of assessment. Assessment and Evaluation in Higher education (29)2, 215-227. Retrieved November 7, 2005, from Academic Search Premier database (0260-2938).

Mory, E. H. (2003). Feedback research revisited. Chapter 29. In Handbook of Research for Educational Communications. Retrieved July 28, 2005, from http://aect-members.org/m/research_handbook/Chapters/29.pdf

Penn State University (2000). College of Education – Innovations in Distance Education. Integrating Instructional Design and Distance Education: ARCS – Motivation Theory. Retrieved October 26, 2005, from http://ide.ed.psu.edu/idde/ARCS.htm

Villalba, C. and Romiszowski, A. J. (2001). Current and ideal practices in designing, developing, and delivering web-based training. In B.H. Khan (Ed.), Web-based training (pp. 325-342). Englewood Cliffs, NJ: Educational Technology Publications.

References

http://aect-members.org/m/research_handbook/Chapters/29.pdf

http://ide.ed.psu.edu/idde/ARCS.htm

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References

Brandes, D. & Ginnis, P. (1986). A Guide to Student-Centred Learning’. Simon & Schuster Education, Hemel Hempstead

Cannon, R. & Newble, D. (2000). A Guide to Improving Teaching Methods: A Handbook for Teachers in Universities and Colleges’. Kogan Page, London

Educational Initiative Centre (2004). ‘What is Student Centred Learning’. University of Westminster

McLean, J. (1997). ‘Flexible Learning and the Learning Organisation’. MSc Management Dissertation, Staffordshire University

McLean, J., Hall, L. & Muir, J. (2003). ‘Thee Flexible Tutor: From Lecturer to Facilitator’. British Academy of Management Conference, Edinburgh, September 2000

Rogers, C. (1969). Freedom to Learn. Charles Merrill, Ohio

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Effective teaching method asisten