Let's teach for mastery -- not test scores | Sal Khan

Translator: Rifa Kirana Reviewer: Prameswari Rahmanu

Saya di sini hendak berbicara tentang dua hal yang,

setidaknya menurut pengamatan saya di Khan Academy,

merupakan inti, atau kunci pembangkit untuk belajar.

I'm here today to talk about the two ideas that,

Dan dua gagasan tersebut adalah: penguasaan dan pola pikir.

at least based on my observations at Khan Academy,

Saya melihat ini pada masa awal saya mengajari sepupu saya.

are kind of the core, or the key leverage points for learning.

Mereka kesulitan dengan matematika pada awalnya

And it's the idea of mastery

karena mereka punya banyak gap pemahaman yang terakumulasi.

and the idea of mindset.

Oleh karena itu, kelak saat mereka sampai pada pelajaran aljabar

I saw this in the early days working with my cousins.

A lot of them were having trouble with math at first,

dan mungkin pemahaman pra-aljabar mereka agak rapuh,

because they had all of these gaps accumulated in their learning.

dan karena hal itu, mereka berpikir mereka tidak punya bakat matematika.

And because of that, at some point they got to an algebra class

Atau pada pelajaran kalkulus,

and they might have been a little bit shaky on some of the pre-algebra,

dan pemahaman aljabar mereka agak rapuh.

and because of that, they thought they didn't have the math gene.

Saya melihat itu pada masa awal

saat saya mengunggah beberapa video itu di YouTube

Or they'd get to a calculus class,

dan saya menyadari bahwa penonton yang bukanlah sepupu saya menonton.

and they'd be a little bit shaky on the algebra.

I saw it in the early days

(Tawa)

when I was uploading some of those videos on YouTube,

Awalnya, komen-komen itu hanyalah ucapan terima kasih.

and I realized that people who were not my cousins were watching.

Saya pikir itu cukup mengesankan.

Saya tak tahu berapa lama Anda berada di YouTube.

(Laughter)

And at first, those comments were just simple thank-yous.

Kebanyakan komen bukanlah “terima kasih.”

(Tawa)

Agak lebih gaul dari itu.

I thought that was a pretty big deal.

Tapi kemudian komennya jadi agak lebih intens.

I don't know how much time you all spend on YouTube.

Murid demi murid mengatakan mereka besar tak menyukai matematika.

Most of the comments are not "Thank you."

(Laughter)

They're a little edgier than that.

Makin lanjut ketika pelajaran matematikanya makin sulit.

But then the comments got a little more intense,

Saat sampai mereka pada aljabar,

student after student saying that they had grown up not liking math.

mereka punya banyak gap pemahaman mereka tak bisa mengikuti.

It was getting difficult as they got into more advanced math topics.

Mereka kira mereka tak bakat matematika.

Tapi kemudian saat dewasa,

By the time they got to algebra,

mereka mengambil alih dan memutuskan untuk terlibat.

they had so many gaps in their knowledge they couldn't engage with it.

Mereka menemukan jalan seperti Khan Academy

They thought they didn't have the math gene.

dan mereka bisa mengisi gap pemahaman dan menguasai konsep itu,

But when they were a bit older,

dan itu menguatkan pola pikir mereka itu bisa berubah,

they took a little agency and decided to engage.

bahwa mereka sesungguhnya mampu mempelajari matematika.

They found resources like Khan Academy

and they were able to fill in those gaps and master those concepts,

Dan dalam banyak cara, inilah bagaimana Anda belajar banyak hal lain dalam hidup.

and that reinforced their mindset that it wasn't fixed;

Seperti itulah cara Anda belajar bela diri.

that they actually were capable of learning mathematics.

Dalam bela diri, Anda akan berlatih keterampilan sabuk putih

And in a lot of ways, this is how you would master a lot of things in life.

selama yang dibutuhkan,

dan hanya setelah Anda menguasainya,

It's the way you would learn a martial art.

Anda naik tingkat menjadi sabuk kuning.

In a martial art, you would practice the white belt skills

Seperti cara Anda belajar alat musik.

Anda berlatih keterampilan dasar berulang kali,

as long as necessary,

dan hanya setelah Anda menguasainya,

and only when you've mastered it

you would move on to become a yellow belt.

Anda lanjut ke yang lebih sulit.

Tapi apa yang kita maksud --

It's the way you learn a musical instrument:

ini bukan cara suatu model akademik tradisional disusun,

you practice the basic piece over and over again,

and only when you've mastered it,

tipe model akademik yang kebanyakan dari kita tumbuh di dalamnya.

you go on to the more advanced one.

But what we point out --

this is not the way a traditional academic model is structured,

Dalam model akademik tradisional,

kita mengelompokkan murid biasanya berdasarkan umur,

dan sekitar SMP,

the type of academic model that most of us grew up in.

berdasarkan umur dan kemampuan.

Dan kita mendidik mereka dengan kecepatan yang sama.

In a traditional academic model,

we group students together, usually by age,

Dan apa yang biasanya terjadi,

katakanlah, kita ada di pelajaran pra-aljabar SMP,

and around middle school,

by age and perceived ability,

dan sedang belajar tentang perpangkatan.

and we shepherd them all together at the same pace.

Gurunya akan menerangkan mengenai perpangkatan,

lalu kita akan pulang, dan mengerjakan PR.

And what typically happens,

let's say we're in a middle school pre-algebra class,

Keesokan harinya, kita membahas PR tersebut,

and the current unit is on exponents,

guru kembali menerangkan lagi, PR lagi, seterusnya.

the teacher will give a lecture on exponents,

Akan berlanjut selama sekitar dua/tiga minggu,

then we'll go home, do some homework.

lalu kita akan ujian.

Pada ujian tersebut, katakanlah saya dapat nilai 75.

The next morning, we'll review the homework,

then another lecture, homework, lecture, homework.

Anda dapat nilai 90.

That will continue for about two or three weeks,

Anda dapat nilai 95.

and then we get a test.

Dan walau ujian mengidentifikasi gap pada pemahaman kita,

On that test, maybe I get a 75 percent,

saya tidak tahu apa 25%-nya.

maybe you get a 90 percent,

Bahkan murid yang dapat nilai A, apa 5% yang kurang?

maybe you get a 95 percent.

Bahkan walau kita identifikasi gap-gap itu,

And even though the test identified gaps in our knowledge,

pelajarannya akan langsung beralih ke bab selanjutnya.

I didn't know 25 percent of the material.

Mungkin bab yang lebih sulit yang akan menambah gap tersebut.

Even the A student, what was the five percent they didn't know?

Even though we've identified the gaps,

Bisa jadi logaritma atau perpangkatan negatif.

the whole class will then move on to the next subject,

Proses tersebut berlanjut dan Anda segera sadar

probably a more advanced subject that's going to build on those gaps.

betapa anehnya ini.

Saya tidak tahu 25% hal yang lebih dasar,

It might be logarithms or negative exponents.

dan kini saya diminta belajar hal yang lebih sulit.

And that process continues, and you immediately start to realize

Dan ini akan berlanjut sampai berbulan-bulan, tahun, hingga akhirnya,

how strange this is.

I didn't know 25 percent of the more foundational thing,

saya sampai pada pelajaran aljabar atau trigonometri

and now I'm being pushed to the more advanced thing.

dan saya mentok.

Dan itu bukan karena aljabar pada dasarnya sulit

And this will continue for months, years, all the way until at some point,

atau si murid kurang cerdas.

I might be in an algebra class or trigonometry class

and I hit a wall.

Itu karena saya menjumpai persamaan yang menggunakan perpangkatan

And it's not because algebra is fundamentally difficult

dan 30% yang saya tidak tahu muncul.

or because the student isn't bright.

Jadi, saya mulai tidak bisa mengikuti.

It's because I'm seeing an equation and they're dealing with exponents

Agar jelas betapa absurdnya itu,

and that 30 percent that I didn't know is showing up.

bayangkan kita melakukan hal lain dengan cara seperti itu.

And then I start to disengage.

Misal, membangun rumah.

To appreciate how absurd that is,

(Tawa)

imagine if we did other things in our life that way.

Pada kontraktor kita mengatakan,

Say, home-building.

“Kita diberi waktu dua minggu untuk membangun pondasi.

(Laughter)

Kerjakan sebisa kalian.”

(Tawa)

So we bring in the contractor and say,

Jadi mereka mengerjakan sebisa mereka.

"We were told we have two weeks to build a foundation.

Mungkin turun hujan.

Mungkin beberapa bahan tidak datang.

Do what you can."

Dan dua minggu kemudian, inspektur datang, melihat-lihat,

(Laughter)

So they do what they can.

dia bilang, “Oke, cor-corannya masih basah di sana,

Maybe it rains.

Maybe some of the supplies don't show up.

yang di situ kurang memenuhi standar ...

And two weeks later, the inspector comes, looks around,

Saya beri nilai 80.”

(Tawa)

Anda bilang, “Sip! Nilai C. Ayo bangun lantai pertama.”

says, "OK, the concrete is still wet right over there,

that part's not quite up to code ...

(Tawa)

Sama.

Kita punya dua minggu, kerjakan sebisanya, inspektur datang, memberi nilai 75.

I'll give it an 80 percent."

(Laughter)

You say, "Great! That's a C. Let's build the first floor."

Sip! Nilainya D+.

Lantai kedua, ketiga.

(Laughter)

Lalu tiba-tiba, saat Anda membangun lantai ketiga,

Same thing.

We have two weeks, do what you can, inspector shows up, it's a 75 percent.

seluruh bangunan runtuh.

Dan jika reaksimu sama seperti reaksimu di pendidikan,

Great, that's a D-plus.

atau orang-orang di dalamnya,

Second floor, third floor,

and all of a sudden, while you're building the third floor,

Anda akan bilang, “Mungkin kontraktor kita jelek.,

atau, “Mungkin kita perlu inspeksi yang lebih baik atau lebih sering.”

the whole structure collapses.

And if your reaction is the reaction you typically have in education,

Yang sesungguhnya salah adalah prosesnya.

or that a lot of folks have,

Kita membuat batasan berapa lama kita harus mengerjakan sesuatu.

you might say, maybe we had a bad contractor,

or maybe we needed better inspection or more frequent inspection.

Memastikan hasil yang tak pasti.

Dan kita susah-susah menginspeksi dan mengidentifikasi kekurangan,

But what was really broken was the process.

We were artificially constraining how long we had to something,

tapi kemudian membiarkannya dan lanjut membangun.

Pembelajaran berbasis penguasaan adalah kebalikan dari itu.

pretty much ensuring a variable outcome,

and we took the trouble of inspecting and identifying those gaps,

Dibanding membuat batasan, memperbaiki

kapan dan berapa lama Anda mengerjakan,

but then we built right on top of it.

So the idea of mastery learning is to do the exact opposite.

memastikan hasil yang tak pasti,

nilai A, B, C, D, F —

Instead of artificially constraining, fixing

lakukan yang sebaliknya.

when and how long you work on something,

Yang tidak tentu kapan dan berapa lama

pretty much ensuring that variable outcome,

waktu untuk mempelajari suatu materi.

the A, B, C, D, F --

Dan yang kita pastikan adalah murid benar-benar menguasai materi.

do it the other way around.

Dan penting untuk disadari

What's variable is when and how long

bahwa ini tidak hanya akan membuat murid belajar perpangkatan lebih baik,

a student actually has to work on something,

and what's fixed is that they actually master the material.

ini juga akan menguatkan pola pikir yang benar.

And it's important to realize

Ini membuat mereka sadar bahwa jika 20% jawaban mereka salah,

that not only will this make the student learn their exponents better,

itu tidak berarti bakat matematika mereka buruk.

but it'll reinforce the right mindset muscles.

Itu berarti Anda harus terus berusaha.

It makes them realize that if you got 20 percent wrong on something,

Anda harus punya kegigihan.

it doesn't mean that you have a C branded in your DNA somehow.

Anda harus memegang kendali atas pembelajaranmu.

Orang yang skeptis akan bilang, “Hei, ini semua bagus,

It means that you should just keep working on it.

You should have grit; you should have perseverance;

secara filosofis, ide pembelajaran berbasis penguasaan ini,

you should take agency over your learning.

hubungannya dengan pola pikir,

murid memegang kendali atas pembelajarannya.

Now, a lot of skeptics might say, well, hey, this is all great,

Itu masuk akal, tapi tampaknya tidak praktis.

philosophically, this whole idea of mastery-based learning

Untuk melakukannya, setiap murid akan berada pada jalurnya masing-masing.

and its connection to mindset,

students taking agency over their learning.

Itu akan harus dipersonalisasi.

Setiap murid perlu tutor pribadi dan soal latihan masing-masing.

It makes a lot of sense, but it seems impractical.

To actually do it, every student would be on their own track.

Dan ini bukanlah ide baru.

Ada eksperimen di Winnetka, Illinois, 100 tahun lalu,

It would have to be personalized,

dimana pembelajaran berbasis penguasaan diterapkan dan hasilnya bagus.

you'd have to have private tutors and worksheets for every student.

Mereka bilang, itu tidak akan terkenal karena sulit secara logistik.

And these aren't new ideas --

there were experiments in Winnetka, Illinois, 100 years ago,

Guru harus memberi soal yang berbeda untuk tiap murid,

where they did mastery-based learning and saw great results,

memberi penilaian sesuai permintaan.

Tapi sekarang, ini tidak lagi tidak praktis.

but they said it wouldn't scale because it was logistically difficult.

Kita punya alatnya.

Melihat penjelasan sesuai waktu dan laju mereka?

The teacher had to give different worksheets to every student,

Ada video yang tersedia untuk itu.

give on-demand assessments.

Butuh soal latihan dan masukan?

But now today, it's no longer impractical.

Tersedia soal latihan yang menyesuaikan kebutuhan murid.

We have the tools to do it.

Students see an explanation at their own time and pace?

There's on-demand video for that.

Dan jika itu terjadi, akan banyak hal bagus terjadi.

They need practice? They need feedback?

Selain murid bisa benar-benar memahami suatu konsep,

There's adaptive exercises readily available for students.

tapi mereka juga membentuk pola pikir berkembang,

membentuk sifat gigih.

And when that happens, all sorts of neat things happen.

Mereka mengambil alih pembelajaran mereka.

One, the students can actually master the concepts,

Dan banyak hal bagus bisa mulai terjadi

but they're also building their growth mindset,

di ruang kelas sesungguhnya.

they're building grit, perseverance,

Alih-alih fokus pada penerangan guru,

they're taking agency over their learning.

murid bisa berinteraksi satu sama lain.

And all sorts of beautiful things can start to happen

Mereka bisa lebih menguasai materi.

Mereka bisa melakukan simulasi dan dialog Sokratik.

in the actual classroom.

Instead of it being focused on the lecture,

Untuk lebih memahami apa yang kita bicarakan

students can interact with each other.

dan tragedi potensi yang terbuang,

They can get deeper mastery over the material.

They can go into simulations, Socratic dialogue.

saya akan memberikan sedikit ekperimen pikiran.

To appreciate what we're talking about

Jika kita pergi ke Eropa Barat 400 tahun yang lalu,

and the tragedy of lost potential here,

I'd like to give a little bit of a thought experiment.

yang bahkan pada saat itu, salah satu daerah terliterasi di dunia,

If we were to go 400 years into the past to Western Europe,

Anda akan mendapati 15% penduduk bisa membaca.

Dan saya menduga jika Anda bertanya pada salah seorang yang bisa membaca,

which even then, was one of the more literate parts of the planet,

misal, seorang anggota klerus,

you would see that about 15 percent of the population knew how to read.

“Menurut Anda, berapa persen penduduk yang mampu membaca?”

And I suspect that if you asked someone who did know how to read,

Mereka mungkin bakal bilang, “Dengan sistem pendidikan yang bagus,

say a member of the clergy,

mungkin 20 atau 30 persen.”

"What percentage of the population do you think is even capable of reading?"

Tapi jika Anda lihat sekarang,

They might say, "Well, with a great education system,

kita tahu bahwa prediksi itu terlampau pesimistis.

Bahwa hampir 100% penduduk bisa membaca.

maybe 20 or 30 percent."

But if you fast forward to today,

Tapi jika saya memberi Anda pertanyaan yang mirip,

we know that that prediction would have been wildly pessimistic,

“Menurut Anda, berapa persen penduduk yang mampu

that pretty close to 100 percent of the population is capable of reading.

benar-benar menguasai kalkulus,

But if I were to ask you a similar question:

atau memahami kimia organik,

"What percentage of the population do you think is capable

atau bisa berkontribusi pada penelitian kanker?”

of truly mastering calculus,

Banyak mungkin akan jawab, “Dengan sistem pendidikan yang baik,

or understanding organic chemistry,

mungkin 20, 30 persen.”

or being able to contribute to cancer research?"

Tapi bagaimana jika estimasi itu

hanya berdasarkan pengalaman Anda di sistem yang tak berbasis penguasaan,

A lot of you might say, "Well, with a great education system,

pengalaman dirimu sendiri atau pengamatan ke sekitarmu,

maybe 20, 30 percent."

di mana Anda dipaksa untuk kecepatan tertentu dalam kelas,

But what if that estimate

is just based on your own experience in a non-mastery framework,

mengakumulasi gap-gap ini?

Bahkan saat Anda dapat nilai 95,

your own experience with yourself or observing your peers,

apa 5% yang Anda kurang pahami?

Dan itu terus terakumulasi— Anda naik kelas,

where you're being pushed at this set pace through classes,

lalu tiba-tiba Anda mentok dan berkata,

accumulating all these gaps?

Even when you got that 95 percent,

“Saya tak bisa jadi peneliti kanker;

what was that five percent you missed?

tak bisa jadi fisikawan; tak bisa jadi ahli matematika.”

And it keeps accumulating -- you get to an advanced class,

Saya pikir itulah yang sesungguhnya terjadi.

all of a sudden you hit a wall and say,

Tapi jika Anda bisa belajar di sistem yang berdasarkan penguasaan,

"I'm not meant to be a cancer researcher;

not meant to be a physicist; not meant to be a mathematician."

jika Anda bisa memegang kendali atas pembelajaranmu,

I suspect that that actually is the case,

dan saat jawabanmu salah,

but if you were allowed to be operating in a mastery framework,

terimalah—lihat kegagalan itu sebagai kesempatan belajar—

angka itu, persentase penduduk yang bisa menguasai kalkulus

if you were allowed to really take agency over your learning,

and when you get something wrong,

atau memahami kimia organik,

embrace it -- view that failure as a moment of learning --

sebenarnya sangat mendekati 100%.

that number, the percent that could really master calculus

Dan ini bukan cuma hal yang “bagus dimiliki”.

or understand organic chemistry,

Menurut saya ini adalah kebutuhan sosial.

is actually a lot closer to 100 percent.

Kita sedang keluar dari era industri

And this isn't even just a "nice to have."

dan kita sedang memasuki revolusi informasi.

I think it's a social imperative.

We're exiting what you could call the industrial age

Dan jelas bahwa beberapa hal sedang terjadi.

Di era industri, masyarakat seperti piramida.

and we're going into this information revolution.

Pada bagian bawah piramida, kita butuh banyak tenaga manusia.

And it's clear that some things are happening.

Pada bagian tengah piramida, terdapat pemrosesan informasi,

In the industrial age, society was a pyramid.

At the base of the pyramid, you needed human labor.

kelas birokrat.

Dan pada bagian atas piramida, terdapat pemilik modal

In the middle of the pyramid, you had an information processing,

dan pengusaha

dan kelas kreatif.

a bureaucracy class,

Tapi kita tahu apa yang telah terjadi

and at the top of the pyramid, you had your owners of capital

dengan masuknya kita ke era informasi.

and your entrepreneurs

Pada bagian bawah piramida, otomatisasi mengambil alih.

and your creative class.

Bahkan pada bagian tengah, pemrosesan informasi,

But we know what's happening already,

itu adalah kelebihan komputer.

as we go into this information revolution.

Jadi kita dihadapkan pada pertanyaan:

The bottom of that pyramid, automation, is going to take over.

Semua produktivitas baru ini terjadi karena teknologi,

Even that middle tier, information processing,

siapa yang berpartisipasi?

Apakah hanya yang ada di bagian atas piramida? Jika demikian,

that's what computers are good at.

So as a society, we have a question:

yang lain melakukan apa?

All this new productivity is happening because of this technology,

Bagaimana mereka bekerja?

Atau, akankah kita melakukan sesuatu yang aspiratif?

but who participates in it?

Is it just going to be that very top of the pyramid, in which case,

Akankah kita berusaha membalik piramida,

what does everyone else do?

di mana kita mempunyai banyak kelas kreatif,

How do they operate?

Or do we do something that's more aspirational?

di mana hampir semua orang bisa berpartisipasi sebagai pengusaha,

Do we actually attempt to invert the pyramid,

artis, atau peneliti?

where you have a large creative class,

Menurutku ini tidaklah utopis.

where almost everyone can participate as an entrepreneur,

Saya sungguh berpikir bahwa ini semua berdasar pada ide

jika kita biarkan orang memahami potensi mereka

an artist, as a researcher?

dengan menguasai konsep,

And I don't think that this is utopian.

dengan bisa melatih penguasaan dalam pembelajaran mereka,

I really think that this is all based on the idea

mereka bisa mencapainya.

that if we let people tap into their potential

Dan jika Anda memikirkannya sebagai warga dunia,

by mastering concepts,

by being able to exercise agency over their learning,

ini cukup menarik.

Bayangkan jenis ekuitas yang bisa kita punya

that they can get there.

And when you think of it as just a citizen of the world,

dan laju yang memungkinkan peradaban bahkan dapat berkembang.

Jadi, saya cukup optimis.

it's pretty exciting.

I mean, think about the type of equity we can we have,

Menurutku ini akan menjadi waktu yang menarik untuk menjadi hidup.

and the rate at which civilization could even progress.

Terima kasih.

(Tepuk tangan)

And so, I'm pretty optimistic about it.

I think it's going to be a pretty exciting time to be alive.

Thank you.

(Applause)