Penerapan Pendekatan Belajar Tuntas (Mastery Learning) Pada Mata Kuliah Perencanaan Pembelajaran

Abstract

According to Bloom (1971), the basic assumption of the mastery learning approach is that all students can achieve learning objectives if given adequate study time and assistance appropriate to their needs. The application of the mastery learning approach in the Learning Planning course aims to ensure students have the competence to plan learning properly and correctly. This course is taught in semester VI and is one of the courses that prepare students to take the School Field Introduction Program (PLP). This study uses a descriptive method by assessing five types of assignments and one microteaching, namely: (1) Assignment 1 (individual) essay questions to measure students' understanding of learning theory; (2) Assignment 2 (group) synchronization of Basic Competencies (KD) 3 with Bloom's Taxonomy and KD 4 with learning methods and media; (3) Assignment 3 (individual) synchronization of KD, indicators, learning objectives, evaluation questions, and answer keys; (4) Assignment 4 (individual) preparation of learning assessment outlines and instruments. (5) Assignment 5 (individual) preparation of Learning Implementation Plans (RPP). (6) Microteaching. The average score for Assignment 1 was 81.5. For Assignments 2 through 5, each student was allowed three to four consultations before the assignment was deemed worthy of assessment. The average score for Assignments 2-5 reached 90. Based on the final assessment results, all students successfully achieved the learning completion standard. These results indicate that the implementation of the mastery learning approach is effective in improving student competency in the Learning Planning course.