Workshop RPS Case Method and Project
FISIPUNTAN, Pontianak. Workshop RPS Case Method and Project. Lembaga Pengembangan Pembelajaran dan Penjaminan Mutu (LPPPM) Universitas Tanjungpura mengadakan “Workshop Pengembangan RPS Berbasis Case Method and Project Berparadigma Kurikulum OBE dan HOTs” selama dua hari dari tanggal 15 – 16 Agustus 2022.
Workshop RPS Case Method and Project Base
Workshop RPS Case Method and Project dilaksanakan di Ruang E-Learning, Gedung Konferensi Universitas Tanjungpura ini dihadiri peserta sebanyak 54 dosen perwakilan setiap fakultas di lingkungan Universitas Tanjungpura.
Narasumber Workshop RPS Case Method and Project adalah Dr. Sulistyarini, M.Si, Prof. Dr. Aunurrahman, Dr. Sri Maryuni, M.Si. , Ir. Sutarman Gafur, M.Sc., Ph.D., Prof. Dr. Henny Herawati, S.T., M.T., Dr. Asriah Nurdini, Dr.Bistari Basuni, M.Pd., Dr. Rusdiyono dan Dr. Y. Gatot Sutapa Y., M.Pd.
Pentingnya Pengembangan Kurikulum Dalam RPS dan Proses Pembelajaran Case Method and Project Base
Perkembangan dunia yang selalu bergerak dinamis dengan tingginya tantangan persaingan, persyaratan kerja, perubahan orientasi menjadi dasar untuk perlunya menata, membenahi dan mengembangkan kurikulum dan proses pembelajaran.
Selain itu, pergeseran paradigma belajar abad 21 berupa perkembangan informasi, komputasi, otomasi dan komunikasi menuntut transformasi pembelajaran.
Suatu transformasi pembelajaran yang lebih mendorong mahasiswa untuk berpikir kritis, mandiri, mampu merumuskan masalah, analitis, kreatif, mampu mengembangkan soft skills,
Penting juga untuk mampu memanfaatkan teknologi dan mampu kerja sama serta kolaborasi.
Paradigma Lama versus Paradigma Baru
Prof. Dr. Aunurrahman mengingatkan bahwa para pendidik perlu melakukan perubahan pola pikir mendasar dari “paradigma lama (behavioristik)” yang berciri linear dan satu arah menjadi “paradigma baru (inovatif, humanis konstruktivisme)” yang berciri multi arah dan multi sumber belajar.
Case Method and Project Respon Perubahan Paradigmatik
Perubahan paradigma juga terwujud pada Rencana Pembelajaran Semester (RPS) yang dinamis. RPS adalah wahana dinamis para dosen untuk mencapai outcome pembelajaran.
Artinya RPS perlu dilakukan penyegaran (continuous improvement).
Perbaikan dan pengembangan RPS perlu dimulai dari perencanaan, pelaksanaan, assessment, evaluasi, dan refleksi. Penyegaran perlu dilakukan secara bersiklus agar mencapai kurikulum yang berkualitas.
Bicara tentang RPS adalah bicara tentang mutu pembelajaran yang terprogram. Di dalam RPS bisa dilihat tujuan pembelajaran, materi, metode, media, sumber belajar, dan evaluasi.
Paradigma Kurikulum OBE dan HOTs dalam Case Method and Project Base
Oleh karena itu, Workshop Pengembangan RPS Berbasis Case Method and Project Berparadigma Kurikulum OBE dan HOTs diadakan.
Tujuan Workshop RPS Case Method and Projectuntuk membekali para pendidik untuk mentransformasi dan menyegarkan proses pembelajaran dengan paradigma baru di tiap mata kuliah yang diampu.
Outcome-Based Education (OBE)
Dr. Sulistyarini, M.Si, Ketua LPPM Universitas Tanjungpura menjelaskan tentang Outcome-Based Education (OBE). OBE bila dibahasakan secara sederhana mesti mampu memenuhi 3 pertanyaan.
Pertanyaan pertama; setelah mengikuti mata kuliah, kemampuan mahasiswa apa yang dicapai (kognitif, afektif dan psikomotor)?.
Pertanyaan kedua; untuk menjawab pertanyaan pertama maka perlu dicek, apa saja program yang telah dirancang dan dilaksanakan serta fasilitas yang mendukung?.
Pertanyaan ketiga; bagaimana assesmentnya (alat ukur dan cara mengukurnya)?. Pertanyaan ketiga menjadi dasar untuk evaluasi proses pembelajaran, ketercapaian tujuan pembelajaran dan profil lulusan yang telah dirumuskan di awal.
Tiga pertanyaan menjadi bagian dari proses refleksi diri untuk memetakan dan analisis proses pembelajaran termasuk kendala dan tantangan di dalamnya.
Higher Order of Thinking Skill (HOTs)
Higher Order of Thinking Skill (HOTs) dijelaskan oleh Dr. Sri Maryuni, M.Si. diartikan sebagai kemampuan berpikir kritis, logis, reflektif, metakognitif, dan berpikir kreatif yang merupakan kemampuan berpikir tingkat tinggi.
Rincian yang termuat dalam RPS Case Method and Project Base
Komponen minimal RPS dijelaskan lebih detail oleh Ir. Sutarman Gafur, M.Sc., Ph.D. Standar Nasional Pendidikan Tinggi (SNPT) Permendikbud RI No. 3 tahun 2020 menjadi dasar aturan untuk menyusun dan mengembangkan RPS.
RPS paling sedikit memuat: (1) nama program studi, nama dan kode mata kuliah, semester, sks, nama dosen pengampu; (2) capaian pembelajaran lulusan;
(3) kemampuan akhir yang direncanakan pada tiap tahap pembelajaran untuk memenuhi capaian pembelajaran lulusan; (4) bahan kajian yang terkait dengan kemampuan yang akan dicapai;
(5) metode pembelajaran;) (6) waktu yang disediakan untuk mencapai kemampuan pada tiap tahap pembelajaran; (7) pengalaman belajar mahasiswa yang diwujudkan dalam deskripsi tugas yang harus dikerjakan oleh mahasiswa selama satu semester;
(8) kriteria, indikator, dan bobot penilaian; dan (9) daftar referensi yang digunakan.
Kriteria dan Sintak Pembelajaran Kasus
Prof. Dr. Henny Herawati, S.T. mendiskusikan di dalam workshop mengenai kriteria dan sintak pembelajaran kasus.
Para pendidik perlu mengubah pertanyaan, “materi apa yang diajarkan dosen?” menjadi “kemampuan apa yang telah dicapai dan dimiliki mahasiswa?.”
Artinya proses pembelajaran yang berpusat di dosen diubah menjadi proses pembelajaran yang berpusat pada mahasiswa.
Pembelajaran Berbasis Kasus
Pembelajaran berbasis kasus bisa mendekatkan mahasiswa dengan realitas lingkungan sekitar.
Kasus-kasus yang ada di lingkungan sekitar bisa dijadikan topik dalam pembelajaran sehingga mahasiswa tertantang belajar mandiri dalam mendapatkan ilmu dan pengalaman yang baru.
“Seberapa tingginya pixel dan canggihnya kamera, tidak bisa menggantikan mata kita (penglihatan dan perhatian).
Kegiatan berproses dalam dunia nyata menjadi kunci penting dalam pembelajaran berbasis kasus dan proyek,” ungkap Prof. Dr. Henny Herawati, S.T..
Perbedaan antara pembelajaran berbasis kasus (case-based learning) dengan berbasis proyek (team-based project) dijabarkan oleh Asriah Nurdini, S.Si., M.Pd., Ph.D.
Tahapan Proses Pembelajaran Case Method and Project Base
Pembelajaran berbasis kasus berciri ada kompleksitas masalah. Di dalam pembelajaran berbasis kasus ada 5 tahapan proses yaitu tahap 1) memunculkan kasus,;
tahap 2) mengidentifikasi informasi seputar kasus; tahap 3) menggali nilai-nilai dalam kasus, tahap 4) melakukan analisis dan argumentasi; dan tahap 5) menetapkan solusi dan tindakan.
Sedangkan pembelajaran berbasis proyek berciri ada serangkaian aktivitas termasuk penelitian atau survei. Pembelajaran berbasis proyek terdapat 7 tahapan proses yaitu:
tahap 1) pembentukan kelompok; 2) essential question (pertanyaan); 3) perencanaan proyek; 4) penyusunan jadwal proyek; 5) pelaksanaan dan monitoring, 6)penilaian, 7)evaluasi dan refleksi.
Beberapa contoh RPS berbasis kasus dan proyek ditampilkan dan didiskusikan bersama.
Implementasi RPS Case Method and Project Base
Dr. Rusdiono, M.Si. menjelaskan proses yang bisa dilakukan para pendidik dalam mengimplementasikan RPS berbasis kasus dan proyek.
Proses tersebut diantaranya pendidik mesti memilih topik yang relevan untuk diangkat kasus atau proyek.
Selanjutnya perlu mengisi kemampuan yang diharapkan dan dicapai oleh mahasiswa dalam kasus atau proyek yang akan dilaksanakan.
Menambahkan bahan kajian atau referensi untuk mendukung proses pembelajaran.
Pastikan pembelajaran ditulis pembelajaran berbasis kasus atau berbasis proyek. Pendidik menyusun dokumen petunjuk proses belajar mengajar berbasis kasus atau proyek.
Evaluasi RPS Case Method and Project Base
Kriteria penilaian dan standar capaian yang diharapkan dibuat sebagai evaluasi.
Evaluasi penting untuk mengukur dan menilai tingkat kognitif, kecakapan atau minat dan sikap, serta capaian pembelajaran.
Dr. Bistari Basuni, M.Pd. mengungkapkan bahwa evaluasi bisa dilaksanakan pada awal (apersepsi, pertanyaan pemantik, pre test), proses (pertanyaan perwakilan) dan akhir perkuliahan (post test).
Langkah-langkah membuat soal yaitu: (1) sajikan soal dengan petunjuk yang jelas; (2) sertakan bobot skor setiap soal; (3) setiap butir soal perhatikan KOMPETENSI yang ditargetkan;
(4) pada soal pilihan ganda, jika memungkinkan rancanglah pilihan yang bertingkat atau miskonsepsi; (5) Sebaiknya ada uji coba menyelesaikan soal, minimal oleh dosen.
Dr. Y. Gatot Sutapa Y. M.Pd. menyampaikan prinsip-prinsip dalam RPS diantaranya fleksibilitas yaitu RPS tetap memberikan ruang gerak untuk melakukan penyesuaian terhadap situasi atau kondisi yang tiba-tiba berubah.
Selain itu aspek efektivitas bahwa RPS harus dikembangkan untuk mencapai tujuan pembelajaran dengan penggunaan sumber dan metode secara optimal.
Masing-masing Program Studi perlu bersama-sama diskusi internal dengan para dosen untuk mengecek kembali Capaian Pembelajaran Lulusan (CPL) dan Capaian Pembelajaran Mata Kuliah (CPMK).
CPMK menghasilkan indikator dan tiap indikator bisa dibuat Rancangan Tugas Mahasiswa (RTM). CPMK berfungsi untuk menjaga keberlangsungan visi misi dan mewujudkan CPL.
Keberadaan CPL dan CPMK akan mempermudah dalam penyusunan RPS.
“Lebih banyak kepala yang memikirkan bersama dan bekerja sama dalam penentuan dan pengembangan CPL dan CPMK lebih baik dari pada hanya satu kepala.
Mari saling kerja sama“, pesan Dr. Y. Gatot Sutapa Y., M.Pd kepada para peserta workshop.
Selanjutnya workshop RPS Case Method and Project berlanjut di hari kedua dengan praktik dan bimbingan langsung dalam penyusunan RPS Berbasis Case Method and Project Berparadigma Kurikulum OBE dan HOTs.
Acara Workshop RPS Case Method and Project ditutup dengan presentasi masing-masing peserta dosen menyampaikan hasil workshop berupa RPS yang sudah melalui proses bimbingan.
Penulis: (Agus Yuliono, Dosen FISIP Untan)
Subheading Distribution
I’m going to discuss a few reasons why practice is important to learning skills. The only way to truly master a skill is by actually doing what you’ll have to do in the real world. I think practice can be a fun way of putting in the necessary hours. There are some people who will disagree. It is said that people tend to remember only 10-20% of what they’ve heard or read. That number rises to as much as 90% when you put theory to practice. Following up explanation with practice is key to mastering a skill.
Subheading Distribution
In this paragraph, I’m going to discuss a few reasons why practice is important to mastering skills. Firstly, the only way to truly learn a skill is by actually doing what you’ll have to do in the real world. Secondly, I think practice can be a fun way of putting in the necessary hours. There are, however, some people who will disagree. Thirdly, and most importantly, it is said that people tend to remember only 10-20% of what they read or hear. Moreover, that number rises to as much as 90% when you put theory to practice. In conclusion, following up explanation with practice is key to mastering a skill.
In this paragraph, I’m going to discuss a few reasons why practice is important to mastering skills. Firstly, the only way to truly learn a skill is by actually doing what you’ll have to do in the real world. Secondly, I think practice can be a fun way of putting in the necessary hours. There are, however, some people who will disagree. Thirdly, and most importantly, it is said that people tend to remember only 10-20% of what they read or hear. Moreover, that number rises to as much as 90% when you put theory to practice. In conclusion, following up explanation with practice is key to mastering a skill.
Subheading Distribution
I’m going to discuss a few reasons why practice is important to learning skills. The only way to truly master a skill is by actually doing what you’ll have to do in the real world. I think practice can be a fun way of putting in the necessary hours. There are some people who will disagree. It is said that people tend to remember only 10-20% of what they’ve heard or read. That number rises to as much as 90% when you put theory to practice. Following up explanation with practice is key to mastering a skill.
Subheading Distribution
In this paragraph, I’m going to discuss a few reasons why practice is important to mastering skills. Firstly, the only way to truly learn a skill is by actually doing what you’ll have to do in the real world. Secondly, I think practice can be a fun way of putting in the necessary hours. There are, however, some people who will disagree. Thirdly, and most importantly, it is said that people tend to remember only 10-20% of what they read or hear. Moreover, that number rises to as much as 90% when you put theory to practice. In conclusion, following up explanation with practice is key to mastering a skill.
In this paragraph, I’m going to discuss a few reasons why practice is important to mastering skills. Firstly, the only way to truly learn a skill is by actually doing what you’ll have to do in the real world. Secondly, I think practice can be a fun way of putting in the necessary hours. There are, however, some people who will disagree. Thirdly, and most importantly, it is said that people tend to remember only 10-20% of what they read or hear. Moreover, that number rises to as much as 90% when you put theory to practice. In conclusion, following up explanation with practice is key to mastering a skill.
Subheading Distribution
I’m going to discuss a few reasons why practice is important to learning skills. The only way to truly master a skill is by actually doing what you’ll have to do in the real world. I think practice can be a fun way of putting in the necessary hours. There are some people who will disagree. It is said that people tend to remember only 10-20% of what they’ve heard or read. That number rises to as much as 90% when you put theory to practice. Following up explanation with practice is key to mastering a skill.
Subheading Distribution
In this paragraph, I’m going to discuss a few reasons why practice is important to mastering skills. Firstly, the only way to truly learn a skill is by actually doing what you’ll have to do in the real world. Secondly, I think practice can be a fun way of putting in the necessary hours. There are, however, some people who will disagree. Thirdly, and most importantly, it is said that people tend to remember only 10-20% of what they read or hear. Moreover, that number rises to as much as 90% when you put theory to practice. In conclusion, following up explanation with practice is key to mastering a skill.
In this paragraph, I’m going to discuss a few reasons why practice is important to mastering skills. Firstly, the only way to truly learn a skill is by actually doing what you’ll have to do in the real world. Secondly, I think practice can be a fun way of putting in the necessary hours. There are, however, some people who will disagree. Thirdly, and most importantly, it is said that people tend to remember only 10-20% of what they read or hear. Moreover, that number rises to as much as 90% when you put theory to practice. In conclusion, following up explanation with practice is key to mastering a skill.
Subheading Distribution
I’m going to discuss a few reasons why practice is important to learning skills. The only way to truly master a skill is by actually doing what you’ll have to do in the real world. I think practice can be a fun way of putting in the necessary hours. There are some people who will disagree. It is said that people tend to remember only 10-20% of what they’ve heard or read. That number rises to as much as 90% when you put theory to practice. Following up explanation with practice is key to mastering a skill.
Subheading Distribution
In this paragraph, I’m going to discuss a few reasons why practice is important to mastering skills. Firstly, the only way to truly learn a skill is by actually doing what you’ll have to do in the real world. Secondly, I think practice can be a fun way of putting in the necessary hours. There are, however, some people who will disagree. Thirdly, and most importantly, it is said that people tend to remember only 10-20% of what they read or hear. Moreover, that number rises to as much as 90% when you put theory to practice. In conclusion, following up explanation with practice is key to mastering a skill.
In this paragraph, I’m going to discuss a few reasons why practice is important to mastering skills. Firstly, the only way to truly learn a skill is by actually doing what you’ll have to do in the real world. Secondly, I think practice can be a fun way of putting in the necessary hours. There are, however, some people who will disagree. Thirdly, and most importantly, it is said that people tend to remember only 10-20% of what they read or hear. Moreover, that number rises to as much as 90% when you put theory to practice. In conclusion, following up explanation with pra
Subheading Distribution
I’m going to discuss a few reasons why practice is important to learning skills. The only way to truly master a skill is by actually doing what you’ll have to do in the real world. I think practice can be a fun way of putting in the necessary hours. There are some people who will disagree. It is said that people tend to remember only 10-20% of what they’ve heard or read. That number rises to as much as 90% when you put theory to practice. Following up explanation with practice is key to mastering a skill.
Subheading Distribution
In this paragraph, I’m going to discuss a few reasons why practice is important to mastering skills. Firstly, the only way to truly learn a skill is by actually doing what you’ll have to do in the real world. Secondly, I think practice can be a fun way of putting in the necessary hours. There are, however, some people who will disagree. Thirdly, and most importantly, it is said that people tend to remember only 10-20% of what they read or hear. Moreover, that number rises to as much as 90% when you put theory to practice. In conclusion, following up explanation with practice is key to mastering a skill.
In this paragraph, I’m going to discuss a few reasons why practice is important to mastering skills. Firstly, the only way to truly learn a skill is by actually doing what you’ll have to do in the real world. Secondly, I think practice can be a fun way of putting in the necessary hours. There are, however, some people who will disagree. Thirdly, and most importantly, it is said that people tend to remember only 10-20% of what they read or hear. Moreover, that number rises to as much as 90% when you put theory to practice. In conclusion, following up explanation with practice is key to mastering a skill.
Subheading Distribution
I’m going to discuss a few reasons why practice is important to learning skills. The only way to truly master a skill is by actually doing what you’ll have to do in the real world. I think practice can be a fun way of putting in the necessary hours. There are some people who will disagree. It is said that people tend to remember only 10-20% of what they’ve heard or read. That number rises to as much as 90% when you put theory to practice. Following up explanation with practice is key to mastering a skill.
Subheading Distribution
In this paragraph, I’m going to discuss a few reasons why practice is important to mastering skills. Firstly, the only way to truly learn a skill is by actually doing what you’ll have to do in the real world. Secondly, I think practice can be a fun way of putting in the necessary hours. There are, however, some people who will disagree. Thirdly, and most importantly, it is said that people tend to remember only 10-20% of what they read or hear. Moreover, that number rises to as much as 90% when you put theory to practice. In conclusion, following up explanation with practice is key to mastering a skill.
In this paragraph, I’m going to discuss a few reasons why practice is important to mastering skills. Firstly, the only way to truly learn a skill is by actually doing what you’ll have to do in the real world. Secondly, I think practice can be a fun way of putting in the necessary hours. There are, however, some people who will disagree. Thirdly, and most importantly, it is said that people tend to remember only 10-20% of what they read or hear. Moreover, that number rises to as much as 90% when you put theory to practice. In conclusion, following up explanation with practice is key to mastering a skill.
ctice is key to mastering a skill.