LEARNING BY TEACHING: INOVASI PEMBELAJARAN DENGAN MEMANFAATKAN PROTEGE EFFECT
Abstract
Abstract— Innovative learning can help teachers or students develop themselves to be more advanced. The Protege Effect, a psychological phenomenon where someone will work harder and be more motivated to understand the material if they teach it to others, can be used in learning. Innovative learning can be achieved with learning by teaching methods. This method can be done by peer tutoring or teaching fellow students (Fiorella and Mayer, 2014), cascading mentoring or teaching the younger level students, to family members, as well as using computer software either with Teaching Agents or Conversational Agents, for example Betty's Brain (Schwartz, et al. 2007) and Curiosity Notebook (Chhibber and Law, 2019). Learning by teaching can help students’ comprehension, as well as improving efficacy, motivation, and self-confidence.
Â
Keywords— Learning by teaching, protege effect, innovative learning, innovative educationÂ
Â
Abstrak— Inovasi pembelajaran membantu baik guru maupun siswa dalam mengembangkan diri agar lebih maju dan berprestasi. Protege Effect, fenomena psikologis dimana seseorang akan lebih bekerja keras dan lebih termotivasi untuk memahami materi apabila orang tersebut akan mengajarkan materi tersebut kepada orang lain, dapat dimanfaatkan dalam inovasi pembelajaran. Inovasi pembelajaran tersebut dilakukan dengan metode learning by teaching. Metode ini dapat dilakukan dengan peer tutoring atau mengajar sesama siswa sebaya (Fiorella dan Mayer, 2014), cascading mentoring atau mengajar adik tingkat, kepada anggota keluarga, serta menggunakan sofware komputer baik Teachable Agents maupun Conversational Agents, misalnya Betty’s Brain (Schwartz, dkk. 2007) dan Curiosity Notebook (Chhibber dan Law, 2019). Learning by teaching ini dapat membantu siswa dalam pemahaman mendalam, serta meningkatkan efikasi, motivasi, dan kepercayaan diri.
Â
Kata Kunci—  learning by teaching, protege effect, inovasi pembelajaran, inovasi pendidikan
References
Bargh, John A, dan Yaacov Schul. 1980. On the cognitive benefits of teaching. Jurnal Educational Psychology, Volume 72, Nomor 5, 593.
Bjerkedal, Tor, dkk. 2007. Intelligence Test Scores And Birth Order Among Young Norwegian Men (Conscripts) Analyzed Within And Between Families. Jurnal Intelligence, Volume 35, Nomor 5, 503-514.
Bjerkedal,Tor, dan Petter Kristensen. 2007. Explaining The Relation Between Birth Order And Intelligence. Jurnal Science, Volume 316, Nomor 5832, pp 1717.
Chhibber, Nalin, dan Edith Law. 2019. Using Conversational Agents To Support Learning By Teaching. CHI ’19, Glasgow, UK.
Cohen, Peter A. James A Kulik, dan Chen-Lin C Kulik. 1982. Educational outcomes of tutoring: A meta-analysis of findings. Jurnal American educational research, Volume 19, Nomor 2, 237–248.
Fiorella, Logan. dan Ricahrd E. Mayer. 2014. Role Of Expectations And Explanations In Learning By Teaching. Jurnal Contemporary Educational Psychology, Vol 39, Nomor 2, 75-85.
Ghani, Naureen. 2017. Why Teaching makes You Smarter. https://blogs.plos.org/thestudentblog/2017/01/27/why-teaching-makes-you-smarter/ diakses 4 januari 2020.
Murphy Paul, Annie. 2012. The Protege Effect: Why Teaching Someone Else Is The Best Way To Learn. https://www.psychologytoday.com/us/blog/how-be-brilliant/201206/the-prot-g-effect diakses 4 januri 2020.
Palinscar, Aannemarie Sullivan dan Ann L Brown. 1984. Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Jurnal Cognition and instruction, Volume 1, Nomor 2, 117–175.
Sagala, S. (2012). Konsep dan Makna Pembelajaran. Bandung: Alfabeta.
Sardiman. (2011). Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT. Raja Grafindo Persada.
Schwartz, Daniel L. dkk. 2009. Teachable Agents and the Prote´ge´ Effect: Increasing the Effort Towards Learning. Jurnal Science Education Technology, Volume 18, :334–352.
Sincock, Amy. 2018. Hacking The Protege Effect: Teaching To Learn. https://medium.com/@hungrycanary/hacking-the-protege-effect-teaching-to-learn-890a225cebb0 diakses 4 januari 2020.
Stock, Elisabeth. 2019. Want Students To Remember What They Learn? Have Them Teach It. https://www.edsurge. com/news/2019-01-24-want-students-to-remember-what-they-learn-have-them-teach-it diakses 4 januari 2020.
TH Chi, Michelene. dkk 1994. Eliciting self-explanations improves understanding. Jurnal Cognitive Science, Volume 18, Nomor 3, 439–477.
Trianto. (2008). Mendesain Pembelajaran Kontekstual Di Kelas. Surabaya: Cerdas Pustaka.
Webb, Noreen M. 1983. Predicting learning from student interaction: Defining the interaction variables. Jurnal Educational psychologist, Volume 18, Nomor 1, 33–41
