Innovation comes from the Latin word, which means renewal and Innovation of fruits. Innovation is a new change that leads towards improving other or different from the previous one, which was done on purpose and plan (not by chance alone).
Ibrahim (1988) suggested that educational innovation is innovation in the field of education or innovation to solve the problems of education. Thus, educational innovation is an idea, goods, method, suggested or observed as a novelty for the results of a person or group of people (society), either the result of the inverse (new discovery) or discovery (newly discovered people), which is used to achieve educational purposes, or to solve the problems of education.
Similarly Ansyar, Nurtain (1991) suggested innovation is ideas, actions, or a new one in a particular social context to address the problem.
He also explained that it might be something new has long been recognized in the context of other social or something that has long been recognized, but has not made the change. Thus, we can conclude that innovation is change, but not all change is innovation.
Renewal (innovation) is required not only in the field of technology, remains ijuga in all fields, including education pendidikan. pembaruan applied in various levels of education as well as in each component of the education system.
As educators, we need to know and be able to apply innovations in order to develop a conducive learning process so as to obtain maximum results.
The progress of an educational institution is very influential on the output so that it would appear that the real recognition of students, parents and the community. However , schools / educational institutions will not achieve the real recognition when the school community is not doing an innovation in it with the background strengths, weaknesses challenges and obstacles.
According to Santoso (1974), the main goal is innovation, which is increasing the sources of power, money and facilities, including the structure and procedures of the organization.
Purpose of Education Innovation
The purpose of education is to improve the efficiency of innovation, relevance, quality and effectiveness: the means and the maximum amount of education (according to the criteria of the needs of learners, communities, and pembangunana), using sources, tenga, money, tools, and time in the amount sekecil- small.
Step by step towards the goal of educational innovation Indonesia:
Teaching lag-lag generated by the advances of science and technology so that more and more education in Indonesia is running sejajara with kemjuan.
Ensuring the implementation of school and outside of school education for every citizen. For example , increasing the capacity of elementary school age, secondary schools and universities.
Figure 1 . 1 Enthusiastic Student Learning with Innovative Learning Model
Innovative Learning Model
Here is an innovative learning models, namely:
A. Model of Non Examples Examples
Examples can be from Case / Images Relevant to Basic Competence
Steps:
Teachers prepare the drawings in accordance with the purpose of learning.
Teachers gluing pictures on the board or presented on OHP / In Focus.
Teacher gives instructions and provide opportunities for students to observe / analyze the images.
Through discussion groups of 2-3 students, the results of the discussion of the analysis of the images recorded on paper.
Each group is given the opportunity to read the results of their discussion.
Start of comment / discussion results of students, teachers begin to explain the material to the purpose to be achieved.
Conclusion.
B. Picture And Picture
Steps:
Teachers convey competence to be achieved.
Presenting the material as an introduction.
Teacher shows / show images of activity relating to the material
Teacher pointing / call students alternately install / sort images into logical order.
The teacher asks the reason / rationale of the image sequence.
Of reasons / sequence of images of the teacher start menamkan concepts / materials in accordance with the competencies to be achieved.
Conclusion / summary.
C. Numbered Heads Together
Steps:
Students are divided into groups, each student in each group is given a number.
Teachers give assignments and each group do.
The group discussed the correct answers and ensure that each member of the group can do / know the answer.
Teachers call one of the numbers of students who called to report the results of their cooperation.
The response from another friend, and then the teacher pointed to another number.
Conclusion.
D. Cooperative Script
Method of learning in which students work in pairs and take turns orally summarizing, portions of the material being studied
Steps:
The teacher divides the students to pair up.
Teacher gives discourse / materials for each student to read and make a summary.
Teachers and students first establish who serves as the speaker and who acts as a listener.
Speakers read the summary as complete as possible, by incorporating the main ideas in summary. While listeners: (a) Listening / correcting / show the main ideas are sketchy; (b) Assist remember / memorize the main ideas by connecting previous material or any other material.
Exchanging the role, initially as a speaker and a listener convertible into reverse. As well done as above.
Conclusions students together with teachers.
Cover.
E. The Numbered Head Structure
Steps:
Students are divided into groups, each student in each group is given a number.
The assignment given to each student based on the task sequential nomorkan. For example: students are assigned to record the number one problem. Student number two students work on the problems and report the results of the job number three and so on.
If necessary, the teacher can tell the cooperation between groups. Students were told to get out of the group and join some of the same number of students from other groups. On this occasion the students with the same task can help each other or match the result of their cooperation.
Report results and feedback from the other group.
Conclusion.
F. Student Teams-Achievement Divisions (Stad) / Student Team Achievement Group (Slavin, 1995)
Steps:
Forming a group whose members = 4 in heterogeneous (mixed according to achievement, gender, ethnicity, etc . ).
The teacher presents a lesson.
The teacher gives the task to the group to be done by members of the group. Its members know to explain to other members until all members of the group understand.
The teacher gives a quiz / questions to the students. At the time of answering the quiz should not help each other.
Giving evaluation.
Conclusion.
G. Jigsaw (Expert Team Model) / (Aronson, Blaney, Stephen, Sikes, And Snapp, 1978)
Steps:
Students are grouped into four team members.
Each person on the team was given a different material.
Each person in the team is given a part of the material assigned.
Members from different teams who have studied part / section in the same meeting a new group (group of experts) to discuss their section.
After completion of the discussion as each member of the team of experts return to the original group and take turns teaching their teammates about the section they control and each of the other members listen intently.
Each team of experts presented the results of the discussion.
Teacher gives evaluation.
Cover.
H. Problem Based Introductuon (PBI) / (Problem Based Learning)
Steps:
The teacher explains the purpose of learning. Explaining the logistics required. Motivating students engage in problem solving activities selected.
Teachers help students learn to define and organize the tasks related to the issue (set of topics, tasks, schedules, etc . ).
Teachers encourage students to gather the appropriate information, the experiment to get an explanation and problem solving, data collection, hypothesis, problem solving.
Teachers assist students in preparing a work plan that is appropriate such as reports and help them share the duties with his friend.
Teachers help students to reflect on or evaluation of their investigation and the processes they use.
I. Articulation
Steps:
Delivering the learning objectives to be achieved.
The teacher presents the material as usual.
To determine the absorption capacity of students, form a group in pairs of two.
Suruhlan one of the couple tells the new material received from the teacher and his partner heard while making little notes, then switch roles. So did the other groups.
Tell students to take turns / encrypted convey the results of interviews with friends partner. Until the majority of students have submitted the results of the interview.
The teacher repeated / reiterated that if the material is not yet understood students.
Conclusion / cover.
J. Mind Mapping
Very good for students' prior knowledge or to find alternative answers
Steps:
Teachers convey competence to be achieved.
Teachers express concepts / issues to be addressed by the student / problems should have alternative answers.
Forming a group whose members are 2-3 people.
Each group inventory / record the results of the discussion of alternative answers.
Each group (or a specific group randomized) read the results of the discussion and the teacher notes on the board and grouped according to the needs of teachers.
From the data on the board students are asked to make inferences or teacher gives a comparison according to the concept provided by the teacher.
K. Make - A Match (for Couples) (Lorna Curran, 1994)
Steps:
Teachers prepare some cards containing multiple concepts or topics that are suitable for the review session, otherwise the part about the card and other parts of the answer card.
Each student gets a single card.
Each student is thinking of an answer / question of the cards are held.
Each student is looking for a partner who has a card that matches the card (answer questions).
Any student who can match his cards before the deadline given points.
After one round of cards shuffled again so that each student gets a different card than before.
And so on.
Conclusion / cover.
L. And Think Pair Share (Frank Lyman, 1985)
Steps:
Teachers deliver the core material and the competency
Students are asked to think about the material / problems submitted by teachers
Students are asked to pair up with a friend next to it (group 2) and express the ideas of each
Teacher led small plenary discussion, each group put forward the results of their discussions
Starting from activities tersebutmengarahkan talks on the subject matter and add material that the student has not diuangkapkan
Teacher gives conclusions
cover
M. Debate
Steps:
The teacher divides the two groups of participants debate the pros and cons of any others.
The teacher gives an assignment to read materiyang be debated by the two groups above.
After reading the material. The teacher pointed to one of the members of the pro to speak when it responded to or returned by the counter so forth until most students can express their opinions.
While students expressed the idea of teachers writing teachers write core / ideas of every conversation on the board. Until a number of ideas that teachers are expected to be fulfilled.
She added concepts / ideas that have not been revealed.
From the data available on the board, the teacher invites students to make a conclusion / summary refers to the topics to be achieved.
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