Characteristics of Schools Implementing Active Learning

Active Learning is a learning concept which is deemed in accordance with the demands of advanced learning. Therefore, every school should be able to implement and develop an active learning is as good as possible. With reference to the notion of Balitbang Curriculum Center Events Calendar (2010), here are a number of indicators or characteristics of schools that implement active learning process in terms of aspects: (a) expectations of the school, creativity, and innovation, (b) human resources (c) environment, facilities and learning resources, and (d) the process of teaching and learning and assessment.

A. SCHOOL EXPECTATIONS, CREATIVITY, AND INNOVATION

Learning achievement of students with more emphasis on “producing” rather than “understand”.
School held the event ‘competition’ that educates and healthy.
Friendly school environment (for example, there are plants or trees, flower po, trash)
Better yet, if there are products / works of learners who have artistic and economic value / capital for sale.
Better if there is exhibition of learners within a certain time, eg once a year.
The work of students is more dominant than the installation of various attributes of the school.
School life feels more lively, cheerful and carefree.
School neat, clean, and orderly.
School community well mannered, disciplined, and friendly.
Interest in school increased.
Schools apply to receive a special selection of new learners.
There are forums channeling complaints learners.
More democratic school climate.
Organized competitions between classes regularly and at the level of secondary education there are competitions of scientific works of learners.
There is a program of visits to the learning resources in the community.
Learning activities on the syllabus and lesson plans emphasizing active involvement of learners.
Learners know and can explain about the school environment (eg, teacher’s name, the name of the principal, and general things in the school).
There is an internal training program teacher (inhouse training) on ​​a regular basis.
There are discussion forums or discussion between the principals and teachers and other education personnel on a regular basis.
There is a program brainstorming, discussion or consultation with partners from various interested parties (stakeholders).

B. HUMAN RESOURCES

Head of school care and make time to receive complaints and suggestions from students and teachers.
The headmaster is open in management, particularly financial management to teachers and parent / school committee.
Teachers act as facilitators in the learning process.
Teachers familiar with the names of the learners.
The teacher is open to students in terms of valuation.
Teacher attitude and friendly smile to the learners, and there was no physical violence and verbal abuse to students.
Teachers are always looking for new ideas in managing and developing classroom learning activities.
The teacher shows the attitude of compassion to the learners.
Learners are doing a lot of observations in the neighborhood and sometimes learn outside the classroom.
Learners dare ask the teacher.
Learners are bold in expressing their opinions.
Learners are not afraid to communicate with teachers.
The learners work together regardless of tribe, race, class, and religion.
Learners are not afraid of the principal.
Learners enjoy reading in the library and there are behaviors tend to scramble to read the book when it comes mobile library.
More untapped potential learners as well as the interests and talents of learners more easily detected.
Expression of students seemed happy in the learning process.
Learners are often put forward the idea in the learning process.
Caution students not easily distracted to people / guests who come to school.

C. ENVIRONMENT, FACILITIES, AND RESOURCES

Learning resources used in the school environment learners to learn.
There is a bulletin board run by students who regularly replaced with a new work of learners.
In the principal and teachers there are displays of student work.
No props are stacked practices in the principal’s office or other space to dusty.
The books are not stacked in the principal’s office or in another room.
Frequency of visits of students to the school library to read / borrow books is quite high.
In every class there are displays of works of new learners.
There are varied learning experiences.
Used a variety of learning resources.

D. LEARNING-TEACHING AND ASSESSMENT

At some level integration approach applied in the activities of the relevant lessons learned antarmata.
There was cooperation antarguru for the benefit of the learning process.
In assessing the progress of learning outcomes teachers use a variety of ways according to the indicators of competence. When the demands of doing a performance indicator, which assessed the performance. When the demands of the indicators related to the understanding of the concept, which is used is a written assessment tool. When the demand indicator includes an element of investigation, the task (project) that is assessed. When the demands of the indicator results in a 3-dimensional product, both the manufacturing process and quality, which assessed the manufacturing process or product produced.
There are no general tests together, both at school and regional level, in the middle of the semester and / or the end of the semester, because the teachers concerned have recognized the condition of the learner through the diagnosis and have been doing for remediation or enrichment based on the diagnosis of the condition of the learner.
Model report card provides space to express descriptive competencies that learners have mastered and which have not, so that can know what is required of learners.
Teachers make an assessment as the process of teaching and learning takes place. This is done to find learning difficulties and the possibility of achievement that can be developed learners and as diagnostic tools to determine whether students need to perform remediation or enrichment.
Using the criterion reference assessment, in which the achievement of the ability of learners does not compare to the ability of learners to another, rather than the achievement of competence itself, before and after study.
Determination of criteria of exhaustiveness study submitted to the teacher to control the achievement of certain competencies of learners. Thus, as early as possible teachers can find out the weaknesses and successes of participants in a particular competency.

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Sources: Ministry of National Education Curriculum Centre Balitbang. 2010. Developing Guidelines for Active Learning Approach: Book I: Training Materials Reinforcement Learning Based Methodology Cultural Values ​​and National Character. Jakarta.