Literature Review on Innovative Learning

This paper is created to fullfill the assignment of Belajar dan Pembelajaran Course

Lecturer:

Ayu Fatmawati

RESEARCH PROPOSAL
OCTAVIA SRIDHARMA SUSWANTI
20020230048

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
KADIRI ISLAMIC UNIVERSITY
KEDIRI
2022
 PREFACE

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 TABLE OF CONTENT
PREFACE ii

TABLE OF CONTENT iii

CHAPTER II LITERATURE REVIEW 4

A. The Origin on Innovative Learning 4

B. History on Innovative Learning 4

C. Experts on Innovative Learning 4

D. Definitions on Innovative Learning 4

E. The Characteristic on Innovative Learning 4

 F. The Purpose on Innovative Learning 4

G. Steps on Innovative Learning 4

H. Strength and Weakness on Innovative Learning 4

I. Previous Study 4

REFERENCES 4

CHAPTER II
LITERATURE REVIEW

A. The Origin of Innovative Learning

Basically, innovation is a conscious effort of a person or

a group in solving a particular problem. Innovation is presented through a

an idea, item, event, or method that is perceived or observed by a person or

 a group of people either in the form of discovery or invention. Then it can be
understood

innovation is subjective and specific (Kristiawan, et al., 2018: 3).

Educational innovation is an effort to improve aspects of education in

practice. Educational innovation is an effort to solve educational problems

by a person, a group, or an education-related institution that seeks to

generate ideas, goods, policies, or methods intended to improve

the ability to achieve certain goals in education (Ansori & Sari, 2020: 136).

B. History of Innovative Learning

Innovation is one of the efforts that humans have to solve problems

certain in his life. Innovation can occur in various fields of life, no

except for education. Educational innovation is the effort of educational people

as a

tangible form in solving educational problems, including improving the quality of

education,education itself.

C. Experts of Innovative Learning

Innovation competence is highly dependent on leadership skills because no

innovation takes place in isolation (Chell and Athayde 2009; Hurt et al. 1977).
Leadership involves having a clear vision of the end goal, networking,
collaborating, mobilising, organisational ability and convincing other experts in
order to actualise the goal (Dyer et al. 2009

D. Definitions of Innovative Learning

 Innovative Learning. Learning Innovative means learning that packaged by the
teacher, or instructor, who is a form of idea or technique that seen as new, in
order to be able to facilitate students to make progress in process and learning
outcomes. Learning innovative can adapt from the model fun learning, or learning
is fun, and is the key

applied in innovative learning.If students have already instilled this

in his mind, then no more passive students in class, feeling depressed,

possibility of failure, limited options,and of course boredom (Jacobsen, 2009;

Amri & Ahmadi, 2010; and Komara, 2014).Building learning methods

innovative itself can be done by ways, among other things, to measure

power

the ability to absorb knowledge of each student. According to Darmadi (2017),

and scholars others, that innovative learning can balance left brain function

and right, when done by managing technology-based media in the learning

process, so that there is a process in building a sense of confident in students
(Amri & Ahmadi,

2010; Komara, 2014; and Darmadi, 2017).

With innovative learning students are expected to be able to think critically

and skilled in problem solving.Students like this will be able use clear reasoning

in the process of understanding something and easy to make choices

make decision. It is possible,because of the understanding associated with

the problem he faces. Ability in identifying and finding The right questions can
also lead
 to more problem solving good. The information obtained will be developed and
analyzed, so that can answer the question by good (Amri & Ahmadi, 2010;
Komara, 2014;

and Christy, 2017).

E. The Characteristic on Innovative Learning

A theoretical review of character behavior,psychologically, is the

embodiment of

of potential IQ (Intelligence Quotient),EQ (Emotional Intelligence), SQ (Spiritual)

Quotient), and AQ (Adverse Quotient), which owned by someone (Muttaqiyathun,

2010; and Al-Ahyadi, 2015).

according to Islamic religious views, people with character

in him contained potential,namely: sidiq, amanah, fathonah, and tabligh (Tasbih,

2014; and Alhasan,2017).

Meanwhile, according to the view Sociology known for its potential: thinker,trust,
doer, and networker. It means that a person of character has

ability to think, have confidence commitment, able to do, and can build a network
(Lickona, 1991 and 2013; and Komara, 2014).

Whereas According to the educational theory of Benjamin S.Bloom et al. (1956),

and other scholars,people with character have potentialcognitive, affective, and
psychomotor (cf. Bloom.)et al., 1956; Sukmadinata, 2005; and Suyitno, 2009).

character building in school this can create a school atmosphere fun to include

basic character values, such as stated above. Characters like muscles already
formed in bodybuilders
F.The Purpose on Innovative Learning

Forms of innovation that teachers can do in innovating in the technological

era

the most important information is innovative learning. Innovative learning means

learning that is packaged by the teacher as a form of ideas or techniques that are
seen as

in order to be able to facilitate students to make progress in the process and

resulstudy. It contains the meaning of renewal in innovative learning. Idea

renewal arises as a result of learning that is felt to be static, classic, and not

productive in solving learning problems. So, we need a new paradigm that

believed to be able to solve the problem (Zunidar, 2019: 53).

Innovative learning paradigm is believed to be able to facilitate students to

develop life skills and be ready to enter the community. Innovative learning

essentially contains principles such as (Zunidar, 2019: 54)

1. Learning, and not teaching.

2. The role of the teacher as a facilitator, not an instructor.

3. Students as learning subjects, no longer learning objects.

4. Use of multimedia, not monomedia.

5. Human touch, not animal.

6. Learning is inductive, and not deductive.

7. The subject matter is meaningful for students, not as memorization material.

8. Student involvement in active and participatory learning, not passive.

Downstream from innovative learning developed by teachers is making

all children develop to the fullest. Dimensions of intellectual, spiritual,

 emotional, and aesthetic as well as physical make maximum contribution in

attainment of full maturity and personality.

G.Steps on Innovative Learning

1. Problem Identification and Needs Analysis

The problem step and needs analysis are the beginning of all innovation
steps in learning. In doing innovation, you must first identify the problems you are
facing. This step is very important to pass in order to produce innovations that
are in accordance with the needs of students. The result of an initial analysis is a
list of needs, types and priorities of needs.

The innovations carried out are expected to be useful and have a positive impact
on many people, especially those that are useful for students who are active in
solving existing problems. Another benefit is that other teachers can use the
results of the analysis as a reference to improve learning.

2. Development of Innovation Design

The preparation of the innovation design needs to be done by the teacher. There
are two approaches to the preparation of learning implementation plans that
integrate ICT, namely the idealistic approach and the pragmatic approach.

3. Development of Innovation Design

The development of innovative designs for RPP needs to be carried out to be

adjusted to the applicable curriculum. Development activities that can be carried
out by teachers are by inviting fellow teachers to discuss how the development of
this lesson plan is carried out.

4. Implementation of the Trial

All innovation designs that have been prepared must go through trials first before
being applied in the learning process. The results of innovation trials do not have
to worry about success or failure. Every obstacle found in the trial process must
be believed to be a lesson that will have a positive impact on teachers and
students.

5. Control and Repair

Based on the results of the trials conducted by the teacher, the teacher must
make improvements to any weaknesses that may arise during the design
process.
 6. Implementation

After everything is felt ready, the next action is the implementation of innovation
in learning. Teacher readiness in implementing this learning innovation is the key
to success in the field.

7. Evaluation

After carrying out the next implementation, the teacher must evaluate for
improvements in the next learning activity. In conducting an evaluation, the
teacher must be able to identify the level of success in implementing the design
that has been implemented and what parts must be improved.

H.Strenght and Weakness on Innovative Learning

1) Innovative learning is more focused on student-centered learning.

2) The learning process is designed, structured, and conditioned for students to

learn.

3) Demanding teacher creativity in teaching.

4) The relationship between students and teachers becomes a mutually learning

relationship and builds each other up.

5) It is fun (recreative) and requires teacher creativity in the learning process to

make students active so that they are more effective in learning.

6) Students are active recipients of information.

7)Knowledge is built with guided discovery

8) Behavior that is built on learning experiences.

9) Good behavior based on intrinsic motivation.

disadvantages include:

1) Students who are less active in the learning process will be left behind.

2) The classroom situation is not coordinated because the center of learning

activities is the student.

3) Less conceptualized learning program.

I. Previous of Study

393Learning Environments Research (2019) 22:387–407 1 3

cross-validated the CLES also in Australia with a sample of 1081 science

students in 50 classes. The CLES was validated as well in Korea (Kim et al.
1999; Lee and Taylor 2001) and Taiwan (Aldridge et al. 2000), and its cultural
adaptability was shown by Lee and Tay-lor (2001) in their cross-national and
longitudinal study in Korea. In the study by Aldridge

et al. (2000), the original English version of the CLES was administered to
1081 science students in 50 classes in Australia, while a translated Chinese
version was administered to

1879 science students in 50 classes in Taiwan. In both countries, the same

factorial struc-ture for the CLES and reasonable scale reliabilities were
observed. In Singapore, Koh and

Fraser (2014) used a modified version of the CLES and found good factorial
validity and internal consistency reliability for both the actual and preferred
learning environment were

found.Topolovčan et al. (2016) examined the perceptions of eighth-grade

students (N = 1026) in primary and lower-secondary education in the Republic
of Croatia regarding the charac-teristics and frequency of constructivist
learning. On a five-point scale, Personal Relevance

(M = 3.26), Uncertainty (M = 3.29) and Student Negotiation (M = 3.05) were

perceived as present at around a medium level by the students.

Nix et al. (2005) used a modified version of the CLES to evaluate the impact
of an inno-

vative teacher development program called the Integrated Science Learning

Environment model (ISLE) in high-school classrooms. They compared the
perceptions of 445 students taught by 5 ISLE teachers in 25 classes and 328
students from 19 classes taught by 5 non-ISLE science teachers in north
Texas. On a five-point scale, the results showed a medium level of perceived
Personal Relevance (M = 3.21), Uncertainty (M = 2.61) and Student

Negotiation (M = 2.86).Koh and Fraser (2014) studied 2216 secondary school

students in Singapore in 82 busi-

ness classes taught by preservice teachers regarding the constructive nature

of their class-room environments. These teachers receive special training in
how to create constructivist

learning environments. The perceptions of the students taught by these

 trained teachers were compared with the perceptions of 991 secondary-
school students in 32 business

classes taught by traditional teachers. The perceptions of students about the

constructivist nature of their actual classroom environments revealed a
perceived medium level of both Personal Relevance (M = 3.23) and Student
Negotiation (M = 3.33) medium scores, while Uncertainty (M = 3.48) was
slightly above a medium level.

Kwan and Wong (2014) investigated secondary school students’ perceptions

of the con-structivist nature of their learning environment in liberal studies (N
= 967) in Hong Kong, and whether their perceptions were related to their
critical thinking ability. The results

showed high scores (on a 5-point scale) for Personal Relevance (M = 3.44),
Uncer tainty (M = 3.66) and Student Negotiation (M = 3.41). In general,
students perceived their learn-ing environments positively for the three
variables.Spinner and Fraser (2005), using a between-groups pretest–posttest
design, analysed students’ responses to their classroom environment, their
attitudes and their conceptual

development as related to mathematics education. The students in the

experimental group scored Personal Relevance (M = 3.82) and Uncertainty (M
= 3.55) highly, whereas Student

Negotiation (M = 3.23) received a medium score. For the control group

students, medium scores were reported for Personal Relevance (M = 3.81),
Uncertainty (M = 3.05) and Stu-dent Negotiation (M = 2.55). The results
showed an increment in scores for the experi-

mental group relative to the control group, thereby supporting the

effectiveness of the

intervention.Overall, the different studies using the CLES show that students
typically perceive their environments to be moderately constructiv

REFERENCES

Hasan, Yunani. (2009). “Pentingnya Inovasi Guru dalam Proses Kegiatan Belajar dan
Mengajar”. Tersedia secara online di:
http://eprints.unsri.ac.id/3972/1/Pentingnya_Inovasi_Guru_Dalam_Proses_Kegiatan_
Belajar_Dan_Mengajar.pdf
 [diakses di Bandung, Jawa Barat, Indonesia: 17 Oktober 2018].

Dalyono, Bambang. (2016). “Strategi Pembelajaran Inovatif untuk Mencapai

Kompetensi Pembelajaran” dalam Prosiding TING (Temu Ilmiah Nasional Guru)
VIII. Tersedia secara online juga di: http://repository.ut.ac.id/6471/1/ TING2016ST1-
01.pdf [diakses di Bandung, Jawa Barat, Indonesia: 1 Oktober 2018].

Christy, Rehmenda. (2017). “Pembelajaran Inovatif Bernuansa Kontekstual” dalam

Prosiding Seminar Nasional Tahunan, yang diselenggarakan oleh Fakultas Ilmu
Sosial UNIMED [Universitas Negeri Medan]. Tersedia secara online juga di:
http://semnasfis.unimed.ac.id/wp-content/ uploads/2017/06/PEMBELAJARAN-
INOVATIFBERNUANSA-KONTEKSTUAL.pdf [diakses di Bandung, Jawa Barat,
Indonesia: 1 Oktober 2018].