By: Dr. Marsigit, M. A.
Reviewed by: Umi Baroroh
Changing habits of teachers from the old paradigm into a new paradigm is not an easy thing. Spirit teacher who has been embedded in the person of the teacher is ingrained so it is not easy to eliminate them. Professionalism of teachers is not only seen from how he describes the lessons, but the transfer value is no less important. The task of teachers is not a transmitter of the material, but as a facilitator for the student to find his own understanding, so the thinking patterns of students to be developed.
As a teacher, teaching at international standard school is not easy because we find that students are also not easy to learn. On the other hand found the fact that it is not easy for educators to change the style of teaching. While we are required, as educators, to constantly adjust our teaching methods in accordance with the demands of changing times trying to put the revitalization of education to realize the important role teacher education more appropriate to educate in the sense of meaning in truth and nature of science which is the object of learning itself.
Katagiri explained that learning to creatively include three aspects. First, attitude, second, and third methods of thinking, content. So think also spans the thinking on the dimensions, which means there thinking at school level / material, or college High / formal. In general, the attitude shown by the indicators of pleasure and sincerity to study, favorable attitudes to learning, knowledge sufficient to learning, curiosity, ability to ask, kemamuan to obtain skills and experience. Learning to be creative is an implication of awareness of the importance of reflection activities through study and education on various dimensions. Thus learning international standard school creative meaning how far we are able to perform activities in the range intentions, attitudes, knowledge, skills and experience, education and learning.
Learn creatively in international standard school can be achieved on the basis of an understanding of knowledge that is objective and subjective actors in its efforts to obtain justification about truth through creation, formulation, representation, publication and interaction. In explicit learning creatively based on: knowledge on the various dimensions, which include the nature, justification and occurrence, objects in various dimensions include the nature and origin, the use of formal which include its effectiveness in science, technology and other sciences, and practices on various dimensions are more generally, including the activities of the employees or the activities of the elementary students.
Critical power and creativity students in international standard school can be developed through learning activities creative can start with defining the nature of the school. Ebbutt defined school defines learning as learning is an activity search patterns and relationships, learning activities equire creativity, imagination, intuition and discovery, learning activities and the results need to be communicated, problem solving is part of the activities, and social interaction is required in the activity. Creative learning in schools can emphasize the human relationships in dimensions and appreciate individual differences in both the ability and pangalamannya. If viewed as absolute truth and certainty, but the role of individual very prominent in its accomplishment. But students can be viewed as being evolve (progress).
Revitalization of education in SBI also implies the need to attempt to formulate a learning model that regarded internationally with our conditions and in accordance with the demands of development era. Studying the development of creative, critical thinking power and creativity in International Standard School implications for the function of the teacher as facilitator as well as possible so that students can learn optimally. Learning to be creative in SBI was seen not to be taught by teachers but to be developed by students. Students are placed as the central point of learning. Teacher charge of creating atmosphere, and provide other facilities and the role of teacher more as manager of the instructor. Learning in the SBI conducted in an atmosphere conducive atmosphere is less formal. Students work on learning activities in dsifferent creative with different targets.
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