| Module designation | SEDC2015 Teaching and Learning Strategy |
| Semester(s) in which the module is taught | 3rd Semester |
| Person responsible for the module | Dra. Latifah Hanum, M. Si |
| Language | Indonesian, English (for lecture material) |
| Relation to curriculum | Mandatory modules for 3rd semester students. |
| Teaching methods | Lecture, small group discussion, case methods, |
| Workload (incl. contact hours, self-study hours) | 3 x 45 hours per semester, comprising: 150 minutes lecture and discussion per week180 minutes structured tasks per week180 minutes learn to be independent per week |
| Credit points | 3 SKS = 5.01 ECTS |
| Required and recommended prerequisites for joining the module | None |
| Module objectives/intended learning outcomes | After actively participating in the course (C), students (A) are able to analyze the nature of teaching and learning strategies and accurately analyze (D) the individual characteristics and learning difficulties of students in chemistry learning (B).After actively participating in the course (C), students (A) are able to accurately (D) identify basic teaching skills and teaching stages based on instructional steps, and distinguish between approaches, methods, and models that can be applied in chemistry learning (B).After actively participating in the course (C), students (A) are able to accurately (D) design learning activities based on models, approaches, and methods aligned with the subject matter in chemistry education (B).After actively participating in the course (C), students (A) are able to accurately and effectively (D) describe teaching variations and feedback techniques applicable in the classroom, and design classroom management strategies including remedial and enrichment activities based on the analysis of information and data (B) |
| Content | This course provides students with a deeper understanding of the concepts of teaching and learning strategies; learning theories related to instruction; student characteristics and learning difficulties; basic teaching skills; stages of teaching; instructional models, approaches, and methods; the design of learning activities based on appropriate models, approaches, and methods in relation to the subject matter; variations in teaching and feedback techniques; classroom management; and remedial and enrichment programs in chemistry education. |
| Exams and assessment formats | written examinations, case studies, student presentations, simulation, and guided class discussions |
| Study and examination requirements | Case methods: 50%Quiz: 10%Midterm: 10%Participatory Activities (Attitude, Discussion, and Presentation): 20%Final exam: 10% |
| Recommended literature | Ahmadi, Abu. (1997). Strategi Belajar Mengajar. Bandung: Pustaka Setia.Arikunto, Suharsimi. (1988). Pengelolaan kelas dan Siswa Sebuah Pendekatan Evaluatif. Jakarta : Rajawali Pers.Depdiknas (2002) Pendekatan Kontekstual (Contextual Teaching and Learning). Jakarta: Dirjen Dikdasmen.De Porter, Bobbi , dkk, (2000). Quantum Teaching, (teorj). Bandung: KaifaIbrahim, Muslimin (2005) Pembelajaran Berdasarkan Masalah. Surabaya: Unesa University Press.Djamarah, Syaiful Bahri. (2002). Strategi Belajar Mengajar. Jakarta : Rineka CiptaJohar, Rahmah; Cut Nurfadhilah, dan Latifah Hanum (2006). Strategi Belajar Mengajar. Bahan Ajar. Universitas Syiah KualaJohnson, Elaine, B. (2002). Contextual Teaching and Learning: What it is and Why It’s Here to Stay. USA: Corwin Press.Nur, Mohamad, dan P.R. Wikandari. (2000). Pengajaran Berpusat kepada Siswa dan Pendekatan Kontruktivis dalam Pengajaran. Surabaya: Pusat Studi MIPA Unesa.Pidarta, Made. (1986). Pengelolaan Kelas. Surabaya : Usaha NasionalRatumanan, TG, (2004). Belajar dan Pembelajaran. Ambon. Unesa University Press._______. (2001). Strategi Belajar Mengajar. Jakarta : Rineka CiptaSoekamto, Toeti, (1997). Teori Belajar dan Model-model Pembelajaran. Jakarta. Depdikbud-Dikti. |
| Date of last amendment | August 12, 2024 |