SELF DIRECTED LEARNING

DALAM KONSELING GIZI

• Self-Directed Learning (SDL) is any increase in

knowledge, skill or performance pursued by
any individual for personal reasons
employing any means, in any place at any
time at any age.
• Teacher-Directed Learning (TDL). Teachers or
other authorities choose what is learned,
why it is to be learned, how it is to be
learned, when, where and at what age.
• The SDL Spectrum The spectrum refers to degrees of SDL ranging from
entirely teacher-directed learning (TDL) to SDL as defined above. The
spectrum includes the following stages or degrees of movement toward
SDL.
• Incidental Self-Directed Learning.
The occasional introduction of SDL activities into courses or programs that
are otherwise teacher-directed (e.g. individual projects, stations, or brief
introduction of any other forms of SDL on the spectrum).
• Teaching Students to Think Independently.
Courses or programs that emphasize the personal pursuit of meaning
through exploration, inquiry, problem solving and creative activity (e.g.
debates, case studies, investigations, trials, dramatizations, fieldwork).
• Self-Managed Learning.
Courses or programs presented through learning guides that students
complete independently.
• Self-Planned Learning.
Courses or programs in which students pursue course outcomes through
activities they design themselves.
• Self-Directed Learning.
Courses or programs in which students choose the outcomes, design their
own activities and pursue them in their own way.
• SDL adalah sesuatu proses dimana seseorang
memiliki inisiatif, dengan atau tanpa bantuan
orang lain, untuk menganalisis kebutuhan
belajarnya sendiri, merumuskan tujuan
belajarnya sendiri, mengidentifikasi sumber–
sumber belajar, memilih dan melaksanakan
strategi belajar yang sesuai dan mengevaluasi
hasil belajarnya sendiri. Merriam dan
Caffarella (1991) mendefinisikan SDL adalah
sesuatu metode belajar di mana pelajar
mempunyai tanggung jawab yang utama
dalam perencanaan, pelaksanakan dan
penilaian hasil belajar.
• Brockett dan Hiemstra (1991) mengemukakan
beberapa pernyataan untuk meluruskan
pandangan mengenai SDL yaitu, SDL bersifat
kontinuitas, tidak benar SDL mengambarkan
suatu proses belajar dalam isolasi, tidak benar
SDL menghabiskan lebih banyak waktu
daripada kegunaannya, dan tidak benar
aktivitas SDL hanya terbatas pada membaca
dan menulis.
• Bagaimana kesan yang dirasakan secara
keseluruhan selama proses konseling?

• Komponen mana dalam proses konseling yang

dirasakan sudah memuaskan ?

• Komponen mana dalam proses konseling yang

dirasakan perlu diperbaiki ?

• Bagaimana cara memperbaiki komponen yang

belum memuaskan dalam proses konseling?