| Module designation | SEDC6052 Innovative Learning Design |
| Semester(s) in which the module is taught | 6th Semester |
| Person responsible for the module | Drs. Rusman, M.Si. |
| Language | Indonesian, English (for lecture material) |
| Relation to curriculum | Elective Course |
| Teaching methods | Lecture, small group discussion, project |
| Workload (incl. contact hours, self-study hours) | 2 x 45 hours per semester, comprising: 100 minutes lecture and discussion per week120 minutes structured tasks per week120 minutes learn to be independent per week |
| Credit points | 2 SKS = 3.34 ECTS |
| Required and recommended prerequisites for joining the module | – |
| Module objectives/intended learning outcomes | After completing lectures with student-centred learning and appropriate strategies, students can integrate their knowledge of chemistry, pedagogy, and ICT into innovative chemistry learning in accordance with the characteristics of the students.After completing the course through the Case Method and PjBL, students are able to produce plans and evaluate innovative and adaptive chemistry learning in accordance with the characteristics of the material (content knowledge) and the characteristics of the students, learning approaches, learning resources, learning media (pedagogical knowledge), and relevant information and communication technology (technological knowledge). |
| Content | This course prepares students to have the knowledge and skills to design innovative learning that is in line with the development and characteristics of students, as well as following the 21st century learning framework. The material begins with an understanding of the characteristics of innovative learning, the scope of the material, indicators, and learning objectives. Students then develop innovative ideas to be applied in the learning process, selecting and implementing appropriate innovative learning models and strategies. Additionally, students are guided in creating guidelines for developing learning tools and conducting simulations of the designed tools. Following this, the innovative learning products undergo revision based on evaluations and feedback. |
| Exams and assessment formats | Case method, assignment, and team based project |
| Study and examination requirements | Case method: 20%Assignment: 32%Project: 48% |
| Recommended literature | Handayani, S. M., & Sri, U., Megasari, R. 2020. Strategi Pembelajaran Ekonomi Model-model Pembelajaran Inovatif di Era Revolusi Industri 4.0. Malang: Literindo Berkah Karya.Ibnu B.T. 2014. Mendesain Model Pembelajaran Inovatif, Progresif dan Kontekstual. Jakarta: Prenadamedia Group.Nurdyansyah. 2019. Media Pembelajaran Inovatif. Surabaya: UMSIDA Press.Nurdyansyah & Fahyuni, E.F. 2016. Inovasi Model Pembelajaran. Sidoarjo: Nizamia Learning Center.Pribadi, B. A. 2011. Model ASSURE untuk Mendesain Pembelajaran Sukses. Jakarta: PT Dian Rakyat.Sharan, S. 2014. The Handbook of Cooperative Learning. Yogyakarta: Istana Media.[Rosyid, A. & Mubin, F. 2024. Pembelajaran Abad 21: Melihat Lebih Dekat Inovasi dan Implementasinya dalam Konteks Pendidikan Indonesia. Tarbawi, 7(1): 1-12.Saleh, M., Hasim, E., & Smith, M. 2024. Implementasi Model-Model Pembelajaran Inovatif Abad 21 di Sekolah Dasar. Jurnal Pendidikan Masyarakat dan Pengabdian. 4(1): 35-44. |
| Date of last amendment | January 13, 2025 |