Universitas Islam Indonesia
As the curriculum changes to KKNI starting in 2017, Falak science courses in the Ahwal al-Syakhshiyyah Study Program of UII changes from 4 credits to 6 credits. Changes in credit load require a balance in mastering theory and practice through methods and assignments given to students so that the learning outcomes of the courses are maximized. In addition, the existence of the Falak Science laboratory at UII is considered inadequate in supporting student learning activities. Therefore, this paper explores the argumentation of changes in credit load in KKNI curriculum and the learning approach used and the learning experience of students in achieving course learning outcomes. Using a qualitative and analytical descriptive approach to critical learning methods and student assignments through a video tutorial, a number of conclusions were, first, the video tutorial learning carried out by students was a form of assignment to understanding the steps of using science equipment on the UII campus. Secondly, the video tutorial learning experience requires management in organizing lecture meeting material so that learning outcomes through the optimization of astronomy laboratories can be achieved.
Keywords: Optimization, falak laboratories, and video tutorial
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