The Role of the Teacher to Construct Teaching and Learning Activities Creating a Freedom to Learn (Action Research Study)

Abstract

One obstacle that occurs in schools in South Nias Regency is the limited learning resources for students and the limitations of teacher handbooks in the delivery of information and other teaching materials. Learning is the object of this study in economic and science subjects. This study concern about how educators construct learning in situations of limited learning resources. This research was carried out at Toma Public Junior High School on 2018 using the school action approach. The instrument was in the form of an observation sheet of teacher and student activities, an interview sheet, documentation of students’ learning experience process activities. Research findings show that teachers need training to improve the ability to construct learning. The learning tools in the form of syllabus and lesson plans have been partially prepared but only limited to administrative requirements. Developing the teacher’s ability to construct this learning the KBN team conducted activities using several learning methods including domino effects, leadership games and collaborative approaches, as well as using learning tools and media around the school contextually, only the principal was actively involved during the activity process. It was concluded that through collaboration and contextual methods were able to increase students ‘understanding of the material being taught, able to spur student seriousness, train students’ perspectives on the material being taught, be able to implement through thought processes and build new narratives about the material being taught, using learning media contained in school environment, and occur interactively between teachers and students.