Demonstrasi Kontekstual Modul 3.3. Kepemimpinan Pembelajaran: Fun English Learning

 

Halo pembaca setia. Apa kabar? Semoga semua dalam keadaan sehat. Pada kesempatan ini saya kembali berbagi pengalaman saya dalam mengikuti Pendidikan dan Pelatihan (Diklat) Calon Guru Penggerak (CGP) Angkatan 3 dari Kabupaten Sleman, Yogyakarta.

Pada alur merdeka belajar Modul 3.3. Demonstrasi Kontekstual ini, peserta Diklat mendapat tugas untuk membuat rancangan program intrakurikuler, esktrakurikuler atau kokurikuler yang mempromosikan kepemimpinan pada murid. Pada kesempatan ini saya mencoba merencanakan program kokurikuler untuk mata pelajaran Bahasa Inggris sesuai bidang saya. Saya berencana menerapkan pembelajaran yang sejak perencanaan, proses, dan evaluasi melibatkan siswa untuk menyampaikan suara (voice), pilihan (choice), dan kepemilikan (ownership) untuk mempromosikan kepemimpinan (agency) pada murid.

Murid yang memiliki kepemimpinan memiliki kemampuan dan keinginan untuk secara positif mempengaruhi kehidupan mereka sendiri dan dunia di sekitar mereka. Kepemimpinan murid dapat dilihat dari kemampuan dalam menetapkan tujuan, melakukan refleksi dan bertindak secara bertanggung jawab untuk menghasilkan perubahan. Murid yang memiliki kepemimpinan bertindak  secara aktif dan membuat keputusan serta pilihan yang bertanggung jawab, tidak hanya sekedar menerima apa yang ditentukan oleh orang lain. Ketika murid menjadi agen dalam pembelajaran, mereka berperan aktif dalam memutuskan apa dan bagaimana mereka akan belajar sehingga mereka cenderung menunjukkan motivasi yang lebih besar untuk belajar dan lebih mampu menentukan tujuan belajar mereka sendiri. Lewat proses yang seperti ini, murid-murid akan secara natural mempelajari keterampilan belajar, yaitu belajar bagaimana belajar (Learn how to learn).

Dasar Filosofi Ki Hajar Dewantara

Kepemimpinan belajar seperti yang dijelaskan di atas sesuai dengan dasar filosofi Ki Hajar Dewantara (KHD) yang menyebutkan bahwa maksud pengajaran dan pendidikan adalah untuk mewujudkan kesejahteraan lahir batin bagi murid sebagai individu maupun anggota masyarakat. Pembelajaran dengan demikian harus memberikan kemerdekaan kepada murid untuk menentukan sendiri tujuan belajar mereka sendiri serta bagaimana mereka belaajr dan mengevaluasi proses dan hasil belajar mereka sendiri.

Dasar filosofi KHD ini seyogyanya menjadi dasar filosofi dalam merencanakan suatu program, termasuk program intrakurikuler. Demikian juga dengan program intrakurikuler Fun English Learning yang saya rancang ini berpijak dari filosofi KHD dalam rangka mempromosikan kepemimpinan murid dalam pembelajaran.

Profil Pelajar Pancasila

Poin atau komponen profil pelajar Pancasila yang dikembangkan melalui program intrakurikuler Fun English Learning adalah mandiri. Melalui program ini, murid diharapkan mampu meningkatkan kemandirian dalam menentukan tujuan belajarnya sendiri, menentukan cara dan mengambil kontrol dan tanggung jawab pada proses untuk mencapai tujuan belajar. Program ini juga dapat meningkatkan kreatifitas murid, yaitu kreatif dalam menyampaikan ide atau gagasan tentang pengalaman belajar bahasa Inggris yang menyenangkan dan efektif secara tertulis melalui blog maupun secara lisan melalui video yang diunggah di Youtube Channel dan ditautkan dalam blog murid.

Karakteristik Lingkungan

Fun English Learning dirancang agar mampu menciptakan lingkungan yang dapat mengembangkan keterampilan yang dibutuhkan murid dalam proses pencapaian tujuan akademik maupun non-akademik. Selain itu, Fun English Learning dirancang untuk menciptakan lingkungan yang berkomitmen untuk menempatkan murid sedemikian rupa sehingga aktif menentukan proses belajarnya sendiri.

Prakarsa Perubahan

Fun Learning English adalah program kokurikuler Mata Pelajaran Bahasa Inggris. Program kokurikuler merupakan penunjang kegiatan intrakurikuler yang bertujuan untuk menguatkan pemahaman terhadap materi ajar yang diberikan guru di kelas. Dengan program kokurikuler diharapkan murid-murid dapat lebih mudah memahami materi pelajaran yang disampaikan oleh guru.

Tahapan BAGJA untuk Perubahan

BAGJA adalah akronim dari tahapan manajemen perubahan yang diterapkan untuk merancang Fun English Learning sebagai program kokurikuler yang akan saya lakukan agar tercipta kempemimpinan belajar pada murid. Untuk merancang Fun English Learning, saya mengikuti tahapan BAGJA sebagai berikut.

B-uat pertanyaan utama (Define)

Membuat pertanyaan utama merupakan langkah pertama yang harus dilkukan dalam menyusun program yang berpihak kepada murid. Tahap ini menjadi penting karena dengan pertanyaan ini akan menentukan arah investigasi kekuatan/potensi/ peluang yang ada serta menggalang atau membangun koalisi tim perubahan sehingga suatu program dapat dilaksanakan dengan baik.

Pertanyaan utama yang saya ajukan untuk melaksanakan program Fun English Learning adalah “Bagaimana kita dapat meningkatkan minat dan prestasi belajar bahasa Inggris pada siswa?” Tindakan yang diperlukan untuk mendapatkan jawaban adalah diskusi bersama rekan sejawat untuk mengidentifikasi bagaimana program kokurikuler bahasa Inggris di sekolah selama ini dapat berhasil.

Rencana untuk melibatkan suara/ pilihan/ kepemilikan murid adalah dengan memberikan kuesioner menggunaka google form kepada seluruh peserta didik kelas   untuk menguatkan ide di tahap awal ini. Kuesioner melalui google form dipilih dalam tahap ini karena sekolah kami menggunakan Pembelajaran Tatap Muka Terbatas (PTMT) sehingga 50% siswa mengikuti PTMT pada shift pertama dari pukul 07.00 s.d. 09.00 WIB dan 50% siswa mengikuti PTMT pada shift pertama dari pukul 10.00 s.d. 12.00 WIB .Selain itu, saya akan melakukan survei untuk mengidentifikasi apakah terdapat siswa yang memiliki pengalaman belajar bahasa Inggris yang menyenangkan dan efektif.

Aset/ kekuatan/ sumber daya yang dapat diberdayakan pada tahap ini adalah murid-murid dan rekan sejawat yang mengajar mata pelajaran bahasa Inggris. Waktu yang diperlukan untuk menyelesaikan tahap ini adalah dua hari. Penanggung jawab tahap ini adalah saya sendiri sebagai CGP dan rekan sejawat saya yang juga mengajar bahasa Inggris.

A-mbil pelajaran (Discover)

Tahap kedua adalah ambil pelajaran. Pada tahap ini, saya menyusun pertanyaan lanjutan untuk menemukenali kekuatan/potensi/peluang lewat investigasi dan menentukan bagaimana cara kita menggali fakta, memperoleh data, diskusi kelompok kecil/besar, survei individu, multi unsur

Pertanyaan yang saya ajukan pada tahap ini adalah sebagai berikut.

  • Aktivitas apa saja yang menarik minat dan hasil belajar bahasa Inggris murid selama ini?
  • Apa tujuan murid belajar bahasa Inggris dan aktivitas apa saja yang mereka sukai ketika belajar bahasa Ingris untuk mencapai tujuannya?
  • Mana kegiatan sekolah yang telah menguatkan  dan kebijakan sekolah yang telah mendukung program penguatan ketrampilan siswa dalam proses pencapaian tujuan akademik maupun non-akademiknya serta lingkungan yang berkomitmen untuk menempatkan murid sedemikian rupa sehingga aktif menentukan proses belajarnya sendiri?

Tindakan yang diperlukan untuk mendapatkan jawaban adalah sebagai berikut.

  • Survei minat dan gaya belajar siswa untuk orang
  • Guru bertanya kepada guru mapel di kelas VII, wali kelas dan guru BK mengenai minat dan gaya beajar siswa.
  • Guru memberikan ‘pertanyaan’ (yg telah diindentifikasi sebelumnya) kepada murid di kelasnya

Rencana untuk melibatkan suara/ pilihan/ kepemilikan murid adalah sebagai berikut.

  • Curah pendapat bersama lebih banyak murid untuk mengetahui proses pembelajaran bahasa Inggris yang menarik selama ini sekaligus momen-momen yang selama ini dapat menguatkan ketrampilan siswa dalam proses pencapaian tujuan akademik maupun non-akademiknya serta lingkungan yang berkomitmen untuk menempatkan murid sedemikian rupa sehingga aktif menentukan proses belajarnya sendiri.
  • Guru melakukan wawancara dengan orang tua siswa, wali kelas dan guru BK mengenai minat dan gaya belajar siswa.

Aset/ kekuatan/ sumber daya yang dapat diberdayakan pada tahap ini adalah

  • Orangtua murid
  • Murid-murid
  • Wali kelas, guru mapel kelas sebelumnya dan guru BK
  • Waktu
  • Kebijakan sekolah

Waktu yang diperlukan untuk menyelesaikan tahap ini adalah satu minggu. Penanggung jawab tahap ini adalah saya sendiri sebagai CGP, guru mapel kelas VII, wali kelas, dan guru BK.

G-ali mimpi (Dream)

Tahap ketiga adalah gali mimpi. Pada tahap ini, saya menyusun deskripsi kolektif bilamana inisiatif terwujud dan mengalokasikan kesempatan untuk berproses bersama, multi unsur (kapan, di mana, siapa saja).

Pertanyaan yang saya ajukan pada tahap ini adalah sebagai berikut.

  • Seperti apa proses pembelajaran bahasa Inggris yang menguatkan ketrampilan siswa dalam proses pencapaian tujuan akademik maupun non-akademiknya serta lingkungan yang berkomitmen untuk menempatkan murid sedemikian rupa sehingga aktif menentukan proses belajarnya sendiri?
  • Dampak positif yang akan didapatkan jika program ini terwujud dan berjalan baik?

Tindakan yang diperlukan untuk mendapatkan jawaban adalah menyediakan ruang dialog untuk murid membahas tujuan dan bagaimana mencapai tujuan belajar bahasa Inggris yang hendak dicapai.

Rencana untuk melibatkan suara/ pilihan/ kepemilikan murid adalah mendapatkan aspirasi (harapan/mimpi) umum dari lebih banyak murid tentang program yang dapat meningkatkan ketrampilan siswa dalam proses pencapaian tujuan akademik maupun non-akademiknya serta lingkungan yang berkomitmen untuk menempatkan murid sedemikian rupa sehingga aktif menentukan proses belajarnya sendiri.

Aset/ kekuatan/ sumber daya yang dapat diberdayakan pada tahap ini adalah

  • Orangtua murid
  • Murid-murid
  • Waktu

Waktu yang diperlukan untuk menyelesaikan tahap ini adalah satu minggu. Penanggung jawab tahap ini adalah saya sendiri sebagai CGP.

J-abarkan rencana (Design)

Tahap keempat adalah jabarkan rencana. Pada tahap ini, saya mengidentifikasi tindakan konkret yang diperlukan untuk menjalankan langkah-langkah kecil sederhana yang dapat dilakukan segera,dan langkah berani/terobosan yang akan memudahkan keseluruhan pencapaian dan menyusun definisi kesuksesan pencapaian (tujuan, capaian, luaran).

Pertanyaan yang saya ajukan pada tahap ini adalah sebagai berikut.

  • Kebijakan sekolah seperti apa yang sudah ada (maupun yang belum ada) dapat menguatkan program ini pada setiap mata pelajaran?
  • Bagaimana program ini dapat masuk dalam jadwal keseharian di sekolah?
  • Sistem seperti apa yang sudah baik dalam menguatkan ketrampilan siswa dalam proses pencapaian tujuan akademik maupun non-akademiknya serta lingkungan yang berkomitmen untuk menempatkan murid sedemikian rupa sehingga aktif menentukan proses belajarnya sendiri yang dapat diaplikasikan/diubahsuaikan untuk program ini?
  • Bagaimana kita mengetahui minat dan hasil belajar murid meningkat?
  • Bagaimana kita mengetahui ketrampilan siswa dalam proses pencapaian tujuan akademik maupun non-akademiknya serta lingkungan yang berkomitmen untuk menempatkan murid sedemikian rupa sehingga aktif menentukan proses belajarnya sendiri menguat?

Tindakan yang diperlukan untuk mendapatkan jawaban adalah sebagai berikut.

  • Musyawarah-musyawarah kerja bersama: murid, guru, orangtua yang akan menjabarkan ide/cara konkret untuk membahas ‘pertanyaan’ dan apa pun yang dapat mendukung peningkatan ketrampilan siswa dalam proses pencapaian tujuan akademik maupun non-akademiknya serta lingkungan yang berkomitmen untuk menempatkan murid sedemikian rupa sehingga aktif menentukan proses belajarnya sendiri, antara lain seperti pengelolaan materi pembelajran, proses pembelajaran, dan evaluasi belajar di kelas dan mandiri di rumah berdasarkan voice, choice dan ownership siswa. serta penentuan kebijakan yang mendukung.

Rencana untuk melibatkan suara/ pilihan/ kepemilikan murid adalah komitmen dari murid penting dalam pelaksanaan program ini dalam keseharian. Mereka dapat menentukan bagaimana cara terbaik yang menarik dan menyenangkan bagi mereka. Mereka juga dapat difasilitasi untuk mengorganisasi proses penentuannya di antara mereka.

Aset/ kekuatan/ sumber daya yang dapat diberdayakan pada tahap ini adalah

  • Orangtua murid
  • Murid-murid
  • Waktu
  • Kebijakan sekolah

Waktu yang diperlukan untuk menyelesaikan tahap ini adalah satu hingga dua  minggu. Penanggung jawab tahap ini adalah saya sendiri sebagai CGP,  wali kelas, dan murid yang mewakili kelasnya.

A-tur eksekusi (Deliver)

Tahap terakhir adalah atur eksekusi. Pada tahap ini, saya menentukan siapa yang berperan/ dilibatkan dalam pengambilan keputusan dan mendesain jalur komunikasi dan pengelolaan rutinitas (misal: protokol, rutinitas, knowledge management, monev/refleksi).

Pertanyaan yang saya ajukan pada tahap ini adalah “Siapa (murid dan guru) yang bertanggung jawab memonitor agar kegiatan dapat berjalan dengan menyenangkan dan berkelanjutan?”

Tindakan yang diperlukan untuk mendapatkan jawaban adalah membentuk kelompok kerja yaitu tim blog kelas  yang akan mengelola dukungan untuk peningkatan ketrampilan siswa dalam proses pencapaian tujuan akademik maupun non-akademiknya serta lingkungan yang berkomitmen untuk menempatkan murid sedemikian rupa sehingga aktif menentukan proses belajarnya sendiri.

Rencana untuk melibatkan suara/ pilihan/ kepemilikan murid adalah sebagai berikut.

  • Menyediakan blog kelas bagi murid untuk mengunggah  lagu-lagu berbahasa inggris dan berbagi pengalaman belajar bahasa Inggris menggunakan lagu tersebut.
  • Memberikan ruang kepada siswa menyampikan pengalaman di kolom komentar blog yang tersedia yang meningkatkan ketrampilan siswa dalam proses pencapaian tujuan akademik maupun non-akademiknya serta lingkungan yang berkomitmen untuk menempatkan murid sedemikian rupa sehingga aktif menentukan proses belajarnya sendiri  sehingga memungkinkan murid untuk berkontribusi aktif dalam proses pengambilan keputusan

Aset/ kekuatan/ sumber daya yang dapat diberdayakan pada tahap ini adalah

  • Blog milik kelas
  • Orangtua murid
  • Murid- murid
  • Waktu
  • Kebijakan sekolah

Waktu yang diperlukan untuk menyelesaikan tahap ini adalah dua minggu. Penanggung jawab tahap ini adalah saya sendiri sebagai saya sendiri sebagai CGP dan murid-murid.

Demikian rencana program Fun English Learning sebagai program kokurikuler yang akan saya laksanakan untuk mempromosikan kepemimpinan murid saya dengan melibatkan suara, pilihan, dan kepemilikan murid.  Semoga bermanfaat dan salam merdeka mengajar.

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