LEARNING TASKS’ WHAT AND HOW: PERSPEKTIF DOSEN DAN MAHASISWA MENGENAI TUGAS PEMBELAJARAN
Abstract: The ability to
design authentic and meaningful learning task is one of thousands preconditions
of teachers. Findings shown that elementary school teachers could not be able
to design and apply meaningful tasks in and after the teaching time (Rohayati,
2007; Hamzah, 2009; Budimansyah; 2009). PGSD UPI as one of the institutions
preparing elementary teachers to be should concern more on this condition. The
curriculum designed here should reflect the needs of elementary school teachers
to be especially their needs of realizing the goals and objectives that have
been established previously by the institution, and how they are reflected
through learning tasks in the classroom, especially the classroom for these
teachers to be in PGSD Kampus Sumedang. Therefore, the research selects
participants from that site, 126 students and 28 lecturers. They were given
questionnaires designed in line with three research questions: 1) how do
students and lecturers perceive learning tasks? 2) how are students’ and
teachers’ roles in collecting the data for learning tasks? 3) has the learning
tasks thus far been designed to meet the standardized of authentic tasks? 4)
how lecturers and students perceive feedback for their learning tasks? The
result shows that the perception of students and lecturers toward learning
tasks influence how they behave toward it, hence, if once it has been found
misperceived, the construction is need of revisiting.
Penulis: Diah Gusrayani
Kode Jurnal: jppaudsddd151611
