Outcomes-Based Concept · Outcomes-Based Education (OBE) Key concepts and Principles of OBE 1....
Transcript of Outcomes-Based Concept · Outcomes-Based Education (OBE) Key concepts and Principles of OBE 1....
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Outcomes-Based Concept
Quality Input
Quality Process
Quality Output
Quality Outcome
Context
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Source: Adapted from http://www.gov.za/issues/outcomes-approach
Input
Process
Output
Outcome
Impact
Resources used to produce the output
What we use?
Processes to convert input into output
What we produce?
What we do?
Goods and/or services produced
Short or medium term results of specific beneficiaries from the output
What we wish to achieve?Prominent/ influencing alumnae
What we aim to change?Long term results at societal level from the outcome
Outcomes-Based Concept
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OBE = Peningkatan Relevansi
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Outcomes-Based Education (OBE)
Key concepts and Principles of OBE
1. Focus on competences/learning outcomes2. Backward curriculum design3. Constructive alignment (assessment – learning
activities – competences/learning outcomes)4. Create learning opportunities5. Systematic PDCA
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Visi Misi – Terkemuka, Bermartabat, Daya Saing Global, Enterpreneurial University (riset-translasi)
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Deskriptor pada KKNI
DESKRIPTOR MENGGAMBARKAN RINCIAN KUALIFIKASI YANG DIMILIKI
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Deskriptor pada KKNI
DESKRIPTOR MENGGAMBARKAN RINCIAN KUALIFIKASI YANG DIMILIKI
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18/9
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19/9
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21/9
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Constructive Alignment
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Teacher Centered
Learning
Mahasiswa
PASIF
RESEPTIF
Belajar =
menerima
pengetahuan ?
SERING DINAMAKANPENGAJARAN
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27/9
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Stages in Experiential Learning – Merdeka Belajar
Learning
environment
1. Concrete experience 2. Reflexive observation
3. Conceptual abstract4.Active experimentation
The learner
Learning
Environment
The facilitator
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Reading
Hearing words
Looking at picture
Looking at an exhibition
Participating in a discussion
Watching video
Watching a demonstration
Seeing it done on location
Giving a talk
Doing a Dramatic Presentation
Simullating the Real Experience
Doing the Real Thing90%
70%
50%
30%
20%
10%
PA
SS
IVE
AC
TIV
E
TINGKAT
MEMORISASI
Verbal
reciving
Visual
reciving
Partici
pating
Doing
TINGKAT
KETERLIBATAN
MODEL PEMBELAJARAN
Direkonstruksi dari Dr.Vernon A. Magnesen, 1983, dalam QUATUM TEACHING.
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30/9Syamsul Arifin: Innovation Learning in Industry 4.0 era
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Mata Kuliah: Metodologi Penelitian
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32/9Syamsul Arifin: Innovation Learning in Industry 4.0 era
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33/9Syamsul Arifin: Innovation Learning in Industry 4.0 era
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34/9Syamsul Arifin: Innovation Learning in Industry 4.0 era
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Blended Learning
35/9Syamsul Arifin: Innovation Learning in Industry 4.0 era
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Student-centered learning promotes development of:
• Critical thinking
• Independent, lifelong learning
• Communication skills
• Teamwork skills
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copyright dit.akademik.ditjen.dikti
PENILAIAN BELAJAR
• PENILAIAN
KEMAMPUAN KOGNITIF
• PENILAIAN
KEMAMPUAN AFEKTIF
• PENILAIAN KEMAMPUAN
PSIKOMOTOR ?
?
Ujian tulis ?
BAGAIMANA CARA PENILAIANNYA :
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RAGAM PENILAIAN AUTHENTIC
Sikap (Behaviour) Diri (Self Assessment) Tertulis (Makalah, Prosiding, Paper) Lisan (Oral) Portofolio (Portfolio) Praktek Lapangan/Laboratorium Unjuk Kerja (Performance) Penugasan (Project) Hasil kerja (Product)
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copyright dit.akademik.ditjen.dikti
• MENGGAMBAR ( Picasso )
• MENYAYI ( Mariah Carrey )
• BERMAIN BOLA ( Ronaldo )
• BERMAIN FILM ( Christien Hakim )
• MENCIPTA LAGU ( Titiek Puspa )
• PIDATO ( Soekarno )
• MENGAJAR ( dosen )
• MANAJEMEN ( Manajer )
• MERANCANG ARSITEKTUR
• Jurnal Reading
• Makalah
• Proposal
• Presentasi
MASUK RANAH / DOMAIN
YANG MANA
?
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Demensi
Sangat baik baikMemuaska
nBatas
Di Bawah Harapan
Skor
Organisasi
Presentasi terorganisasi
dengan menyajikan fakta yang
didukung oleh contoh yang
telah dianalisis sesuai konsep
(9-10)
Presentasi terorganisasi
dengan baik dan menyajikan fakta yang meyakinkan untuk mendukung
kesimpulan-kesimpulan.
(6-8)
Presentasi mempunyai fokus dan menyajikan beberapa bukti yang mendukung
kesimpulan-kesimpulan.
(4-5)
Cukup fokus, namun bukti
kurang mencukupi
untuk digunakan
dalam menarik kesimpulan
(3-2)
Tidak ada organisasi yang
jelas. Fakta tidak digunakan untuk
mendukung pernyataan.
(0-1)
Isi
Isi mampu menggugah pendengar
untuk mengambangka
n pikiran
(14-15)
Isi akurat dan lengkap. Para
pendengar menambah wawasan baru tentang topik
tersebut.
(10-13)
Isi secara umum akurat, tetapi tidak lengkap.
Para pendengar bisa mempelajari beberapa fakta yang tersirat, tetapi mereka
tidak menambah wawasan baru tentang topik
tersebut.
(6-9)
Isinya kurang akurat, karena tidak ada data faktual, tidak
menambah pemahaman pendengar
(3-5)
Isinya tidak akurat atau terlalu umum. Pendengar
tidak belajar apapun atau
kadang menyesatkan.
(0-3)
Skor Total
Rubrik Deskriptif untuk Menilai Presentasi Lisan
41TA softskill Unand 2013
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Portofolio – Programmatic Assessment VS Capaian Pembelajaran Lulusan
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• Akreditasi Internasional
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• Revisi Kurikulum minor dan mayor
• Template Kurikulum Prodi Universitas Andalas akan diupload di website LP3M
• Bagi prodi yang membutuhkan bimbingan teknis, silakan menghubungi LP3M
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Sertifikat
• https://bit.ly/Form_Data_Cetak_Sertifikat_Kegiatan_Workshop_Kurikulum_OBE_17_Juli_2020
• https://bit.ly/Download_sertifikat__workshop_OBE_17_juli_2020
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