Page 100 - TEACHING MEDIA 101

96

a. Learning Moderation
The value of moderation is indeed something that is not always

considered, although some literature has tried to raise the issue of
restraint as an essential part of successful learning. The first
moderation stage of education is a research-based strategy that links

assessment with better learning practices by internalizing moderate
values (Little et al., 2003). Learning already needs to be carried out

by considering the importance of moderation in the process,
especially at the decision-making stages by teachers in planning,
implementing, and evaluating learning.

The concept of a moderate teacher is born from the desire to be
able to carry out learning that involves educators in collaborative

discussions with students about the material, indicators, and
assessment criteria determined by the teacher (Little et al., 2003).
This is the primary basis for building moderating values between

teachers and students on what will be learned, what methods will be
used, and what will be achieved. This concept is fundamental to be
carried out and applied by teachers to provide opportunities for

students to process correctly in accordance with their capacities and
competencies. So far, there is a tendency for teachers to prepare
lesson plans only referring to the syllabus analysis set by the

government without considering the abilities and competencies of
students, which are undoubtedly different.

b. Freedom to Learn and the Value of Moderation
This concept is in line with the Minister of Education and
Culture program, which stipulates a national education program with

the theme of Independent Learning (Kompas, 2019). In this case,
there is the government's desire so that all students can proceed well

because it is based on the essential competencies possessed by
students and teachers. Independent learning means that the teacher
provides learning by the level of student knowledge and student