Improving Student Learning Outcomes With DORA

Various learning models are used in the delivery of learning materials in schools. The teacher's teaching pattern is closely related to the choice of method, if the lesson material is presented in an attractive way, it is likely that student learning motivation will increase.

Learning by doing (Learning by doing) is the initial cycle in experiential learning. The application model is designed to allow students to learn to actually do things

Learning by doing is essentially useful for the following:

a. Cultivate learning motivation

Students will be more motivated if in learning they do it directly to complete the practical task until they can because they are challenged by the completion target. Even if they start from a mistake in practice, they will continue to be motivated to do what is considered right.

 b. Encouraging students to be active

Learning while doing, of course, can trigger students to be active through various artificial and natural activities.

 c. Respect individual differences.

Learning by doing is very useful for appreciating the individual differences that appear when students carry out practical activities. If students are silent, the teacher will find it difficult to know individual differences.

 d. Teach with feedback.

The teacher will be able to immediately provide feedback on the actions of students because they immediately recognize it. Feedback can be done in terms of student behavior and absorption.

e. Facilitate absorption of concepts.

 When students practice directly, error after mistake will appear by itself and without realizing it. That's when the teacher can convey the correct concept. the teacher can observe carefully the actions of students. The results of these observations are used as provisions for improvement.

Learning by doing must involve a connection between action and thought. Kolb (2006:35) provides a cycle involving four successive stages that can simply be developed into DORA (Do, Observation, Reflective, Application) in every learning activity while doing which forms a learning cycle that must be followed sequentially without interruption in order to get results. the maximum.

The DORA pattern in question is:

(a) DO ;

 First, the teacher gives an introduction in the form of instructions for carrying out activities for students. Furthermore, students carry out activities according to the introductory content in the form of practice, exploration, simulation, testing and application of something. When students carry out activities, the teacher provides broad opportunities for students to actualize their abilities without teacher intervention. The student's work is an initial fact of the ability limit shown to get perfection.

 (b) Observation ;

The second stage, the teacher observes in depth both the behavior and content of the material shown by students when carrying out Do. It is better if the teacher uses an instrument when making observations, the teacher records information that is deemed necessary as material for the next stage.

 (c) Reflevtive ;

In this third stage, the teacher provides an evaluation of the competencies shown by the students. The teacher shows the results of student performance that are good and need to be improved. Then the teacher presents the right material according to basic competencies through power points, flip carts, material cards or others according to the subject matter.

(d) Application ;

In the fourth stage, students try again, practice, simulate, or apply according to the results of reflection in the third stage. The implementation is done in order to show more perfect results than the results in the first order (DO). This Do, Observation, Reflevtive, Application stage is also the second DO to be observed, reflected, and applied for the next stage.

Daftar Pustaka : 

Kemendikbud. 2010. Pendidikan Kepramukaan di Sekolah Dasar. Jakarta

Mulyono, Luwes Traviari Agusta, dkk. 2021. Kursus Pembina Pelatih Pramuka. Semarang