LEARNING MODEL
Method debate is one method of learning that is essential for improving students' academic ability. Teaching materials selected and compiled into the pros and cons of the package. Students are divided into several groups and each group consisted of four people. In the group, students (two men took their positions pro and two others in a position counterproductive) to debate on the topic assigned. Report each group related to both the pros and cons of the position given to the teacher.
Later the teacher can evaluate each student on the mastery of material that includes both the position and evaluate how effective the procedure of students involved in the debate.
Basically, that all models are expected to work as cooperative learning, each model must involve the teaching materials that allow students to assist and support each other when they learn the material and work interdependence (interdependence) to complete the task. Social skills required in business should be considered important to collaborate in the success of completing the task group. These skills can be taught to the students and the role students can be determined to facilitate the group process. These roles may vary according to task, for example, the role of recorder (recorder), making conclusions (Summarizer), regulator of matter (materials manager), or the facilitator and the teacher's role can be as pemonitor learning process.
Method Role Playing
Method Role Playing is a way of mastery learning materials through the development of students' imagination and appreciation. The development of imagination and appreciation conducted by students act it out as a character living or inanimate objects. This game is generally carried out more than one person, it depends on what is played. Role Playing excess methods:
Involve all students can participate have the opportunity to promote their ability to cooperate.
Students free to take decisions and express intact.
The game is easy and discovery can be used in situations and different times.
Teachers can evaluate students' understanding of each observation when doing the game.
The game is a fun learning experience for children.
Problem Solving Methods (Problem Solving)
Method of solving problems (problem solving) is the use of methods in learning activities with the road train students to face various problems either personal or individual or group problems to be solved alone or together.
Learning orientation is the investigation and discovery which is basically solving the problem.
The benefits of problem solving methods as follows:
Train students to design an invention.
Think and act creatively.
Solve the problems faced realistically
Identify and conduct investigations.
Interpret and evaluate the results of observations.
Stimulate the development of students' progress thinking to solve problems faced by the right.
Can make school education more relevant to life, especially the world of work.
Weaknesses problem solving methods as follows:
Some subjects are difficult to apply this method. Eg limited laboratory equipment made it difficult for students to see and observe, and finally conclude the event or concept.
Require the allocation of a much longer time compared with other learning methods.
Problem Based Learning
Problem Based Instruction (PBI) to focus on life issues that are meaningful to students, the teacher's role presents a problem, ask questions and to facilitate the investigation and dialogue.
Step by step:
Teacher explains the purpose of learning. Explaining the logistics required. Motivating students engage in problem-solving activities selected.
Teachers help students define and organize learning tasks related to these problems (specify topics, tasks, schedules, etc..)
Teachers encourage students to gather the appropriate information, conduct experiments to obtain an explanation and problem solving, data collection, hypothesis, problem-solving.
Teachers assist students in planning and preparing the appropriate works such as reports and help them share the task with a friend.
Teachers help students to do reflection or evaluation of their investigation and the processes they use.
Pros:
Students involved in learning activities so that knowledge absorbed really well.
Trained to work with other students.
Can get from various sources.
Disadvantages:
For students who are lazy goal of these methods can not be achieved.
Requires a lot of time and money.
Not all subjects can be applied with this method
Cooperative Script
The script is a method of cooperative learning where students work in pairs and orally summarize the parts of the material studied.
Step by step:
Teacher divides the students to pair up.
Teachers share the discourse / materials each student to read and make a summary.
Teachers and students who first set served as a speaker and who will act as a listener.
Speakers read summarized as complete as possible, to include the main ideas in summary. While the audience listened to / correct / show the main ideas that are less comprehensive and help to remember / memorize basic ideas by connecting the previous material or with other material.
Exchanging roles, initially as a speaker exchanged a listener and vice versa, and do as above.
Conclusion teacher.
Closing.
Pros:
Train the hearing, accuracy / precision.
Each student receives a role.
Train other people's mistakes express verbally.
Disadvantages:
Only used for certain subjects
Only two people do (not involving the whole class so that the correction was limited to two people).
Picture and Picture
Picture and Picture is a learning method that uses pictures and paired / sorted into a logical sequence.
Step by step:
1. Teachers convey competence to be achieved.
2. Presents the material in the introduction.
3. Teacher shows / show images associated with the material.
4. Teachers pointed to / call the students in turn set / sort the pictures into a logical sequence.
5. Teachers ask for reasons / rationale for the image sequence.
6. Of the reason / order of the image of teachers start instilling concepts / materials in accordance with the competencies to be achieved.
7. Conclusion / summary.
Kindness:
1. Teacher knows the ability of each student.
2. Trained to think logically and systematically.
Disadvantages: It took a lot of time. Many students are passive.
Numbered Heads Together
Numbered Heads Together is a method of learning where each student was given a number and then made a random group of teachers and then call the number of students.
Step by step:
Students were divided into groups, each student in each group received a number.
Teacher gives task and each working group.
Group discussed the correct answers and make sure each member of the group can do it.
Teachers call one number to the number of students who called to report the results of their cooperation.
Response from another friend, then the teacher pointed to another number.
Conclusion.
Pros:
Each student becomes ready for all.
Can make the discussion seriously.
Students who can teach students good at the less intelligent.
Weaknesses:
The possibility that the number was called, was summoned again by the teacher.
Not all members of the group called by the teachers
Method Investigation Group (Group Investigation)
Group investigation method is often regarded as the most complex methods and the most difficult to implement cooperative learning. This method involves students from the planning, both in determining the topic and how to learn through investigation. This method requires students to have good skills in communication and in the group process skills (group process skills). The teachers who use investigative methods generally divide the class into several groups of 5 to 6 students with heterogeneous characteristics. The division of groups can also be based on pleasure friends or common interests of a particular topic. The students choose a topic you want to learn, following the in-depth investigations of various subtopik selected, then prepare and present a report to the class as a whole. The description of the steps the group investigation methods can be presented as follows:
a. Topic selection
Parasiswa choose various subtopik in a general problem area is usually described in advance by the teacher. The students then organized into groups on the task-oriented (task-oriented groups) are composed of 2 to 6 people. The composition of heterogeneous groups in both genders, ethnicity and academic ability.
b. Merencanakan cooperation
Parasiswa with teachers to plan a variety of specific learning procedures, tasks and general objectives that are consistent with a variety of topics and selected subtopik from step a) above.
c. Implementation
Parasiswa execute the plans have been formulated in step b). Learning must involve various activities and skills with a wide variety and encourage students to use a variety of sources that are either inside or outside of school. Teachers continually follow the progress of each group and provide assistance if needed.
d. Analysis and synthesis
Parasiswa analyze and synthesize the information obtained in step c) and plan to be summarized in an interesting presentation to the class.
e. Presentation of final results
All groups presents an interesting presentation of various topics that have been studied in order that all students in each class involved and reach a broad perspective on the topic. Presentation of the group coordinated by the teacher.
f. Evaluation
Teachers and students to evaluate the contribution of each group of class work as a whole. Evaluation may include each student as an individual or group, or both.
Jigsaw Method
Basically, in this model teachers to share units of information into components smaller. Furthermore teachers divide students into cooperative learning groups consisting of four students so that each member is responsible for mastery of each component / teacher assigned subtopik best. Students from each group responsible for forming the same subtopik another group consisting of consisting of two or three people.
These students work together to complete the task kooperatifnya in: a) learn and become experts in subtopik parts; b) plan how to teach parts subtopik original group members. After the students returned to their respective groups as "experts" in subtopiknya and teach important information in these subtopik to friends. Subtopik expert in other similar acts. So that all students are responsible for showing his mastery of the material assigned by the teacher. Thus, every student in the group must master the topic as a whole.
Method Team Games Tournament (TGT)
TGT model of cooperative learning is one type or model of cooperative learning are easy to implement, involving the activities of all students without a difference in status, involving the role of students as peer tutors and an element of the game and reinforcement.
Learning activities designed to play in the TGT model of cooperative learning allows students to learn to relax in addition to cultivate responsibility, cooperation, healthy competition and the involvement of learning.
Ada5 main component in the main component in the TGT that is:
1. Serving class
At the beginning teachers deliver learning materials in the classroom presentation, usually done by direct instruction or with lectures, discussions led by teachers. At the time of presentation of this class students should really pay attention and understand the material presented teachers, because it helps students perform better at work and at the game because the game score will determine the score of the group.
2. Group (team)
Groups usually consist of 4 to 5 students who are members of heterogeneous views of academic achievement, gender and race or ethnicity. The function group is to further explore the material with friends and more specific group to prepare group members to work properly and optimally at the time of the game.
3. Game
Game consists of questions designed to test students' knowledge gained from classroom presentation and study groups. Most games consisted of simple questions numbered. Students choose a numbered card and try to answer the questions according to the number. Students who correctly answer that question will get a score. These scores of students who later collected for the tournament week.
4. Tournaments
Usually tournaments conducted on weekends or on each unit after the teacher and the classroom presentation group was working on the worksheet. The first tournament of teachers divide students into several table tournaments. The three highest student achievement grouped in table I, three more students on the table II and so on.
5. Team recognize (group award)
Teachers then announce the winning group, each team will receive a gift certificate or if the average score to meet the specified criteria. Team earned the nickname "Super Team" if the average score of 45 or more, "Great Team" when the average reached 40-45, and "Good Team" if the average is 30-40
-------------------------------------------------- ------------------------------
Model Student Teams - Achievement Divisions (STAD)
Students are grouped in heterogeneous and students who are good at explaining other members to understand.
Step by step:
Form a group whose members are heterogeneous, 4 person (mixed according to achievement, gender, tribe, etc..).
Teacher presents lessons.
Teacher gives task group to be done by members of the group. Members who know to explain to other members until all members of the group understood.
Teachers give quizzes / questions to all students. At the time of answering the quiz can not help each other.
Giving evaluation.
Closing.
Pros:
1. All students become better prepared.
2. Well trained cooperation.
Disadvantages:
1. All group members have difficulty.
2. Distinguish students.
Model Examples Non-Examples
Examples Non-Examples are learning method using examples. Examples can be the case / relevant images with KD.
Step by step:
Teachers prepare drawings in accordance with learning goals.
Teachers put a picture on the board or running through the OHP.
Teachers give guidance and provide an opportunity for students to observe / analyze the images.
Through group discussions of 2-3 students, the discussion of image analysis are recorded on paper.
Each group was given the opportunity to read the results of discussions.
Starting from comments / student discussions, teachers began to explain the material according to the goal.
KKesimpulan.
Kindness:
1. Students were more critical in analyzing the images.
2. Students learn the application of the material in the form of image examples.
3. Students are given the opportunity to express his opinion.
Disadvantages:
1. Not all material can be presented in the form of images.
2. Take a long time.
Model Lesson Study
Lesson Study is a method that dikembankan in Japan in Jepangnyadisebut Jugyokenkyuu. Term lesson study itself was created by Makoto Yoshida.
Lesson Study is a process in developing the professionalism of teachers in Japan by investigating / testing their teaching practices to become more effective.
As for the steps as follows:
1. A number of teachers working in a group. This cooperation includes:
a. Planning.
b. Teaching practice.
c. Observation.
d. Reflection / criticism towards learning.
2. One of the teachers in the group doing the planning stages of making a mature lesson plans with the foundations that support the theory.
3. Teachers who have made learning plans in (2) and actual classroom teaching. Means phase implemented teaching practice.
4. Other teachers in the group studied the learning process with a matching lesson plans that have been made. Observation phase terlalui means.
5. All teachers in the group, including teachers who have taught together and then discuss their observations of learning that has taken place. This stage is a stage of reflection. In this phase also discussed remedial measures to the next learning.
6. Results in (5) further implemented in the classroom / learning next and so on back to (2).
The excess of lesson study method as follows:
- Can be applied in every field from art, language, to math and sports and at every grade level.
- Can be implemented between / across schools.
http://gurupkn.wordpress.com/category/pembelajaran/model-model/page/3/
Arias Learning Model
Abstract. Arias learning model was developed as an alternative that can be used by teachers as a basis for learning activities well. Arias learning model contains five components is a unity that is required for learning activities that assurance, relevance, interest, assessment, and satisfaction are developed based on learning theories.
This model was tested at two different schools is one of the state elementary school in the city of Palembang (first experiment) and a state elementary school in Sekayu, Musi Banyu Asin (second experiment). The results of field trials showed that Arias learning models provide a positive influence on achievement motivation and student learning outcomes. Based on the results of these experiments Arias learning model can be used by teachers as a basis for learning activities in an effort to improve achievement motivation and student learning outcomes.
Keywords: achievement motivation, student learning outcomes, Arias, learning activities
1. Introduction
One of the problems in learning in school is the low student learning outcomes. A test of a number of primary school students from various districts and provinces to show the results of student learning is very low (Lastri 1993:12). EBTANAS value of primary school students within the last five years (1993/1994 to 1997/1998) showed results of less exciting learning (MOEC, 1998).
Study results are influenced by various factors, both factors from the (internal) and external factors (external). According Suryabrata (1982: 27) which includes an internal factor is the physiological and psychological factors (such as achievement motivation and intelligence of cognitive abilities), whereas the external factors including the environmental and instrumental factors (such as teachers, curriculum and learning model). Bloom (1982: 11) suggests three main factors that affect learning outcomes, the cognitive ability, achievement motivation and the quality of learning. Quality learning is the quality of the learning activities undertaken and it involves learning models used.
Often found on the ground that the master teacher of a subject matter well but can not implement learning activities well. That's because these activities are not based on specific learning models so that results obtained studying the low students. The question arises whether perhaps developed a simple learning model, systematic, meaningful and can be used by teachers as a basis for learning activities well so that could help improve achievement motivation and learning outcomes. With regard to this, then by taking into account the various concepts and theories learned dikembangkanlah a learning model called Arias learning model. To find out how the influence Arias learning model of achievement motivation and student learning outcomes, has been tested on a number of students at two different schools. The results of field trials showed that Arias learning models provide a positive influence on achievement motivation and student learning outcomes. Therefore, Arias learning model can be used by teachers as a basis for learning activities well, and as an alternative in an effort to increase achievement motivation and student learning outcomes. The purpose of this field experiment to determine whether there is influence Arias learning model of achievement motivation and learning outcomes.
2. Theory Study and Discussion
Arias 2.1 Learning Model
Arias learning model is a modification of the ARCS model. ARCS model (Attention, Relevance, Confidence, Satisfaction), developed by Keller and Kopp (1987: 2-9) as the answer to the question of how to design lessons that can affect achievement motivation and learning outcomes. This learning model was developed based on the theory of expected value (Expectancy value theory) that contains two components of value (value) of the objectives to be achieved and expectations (Expectancy) in order to successfully achieve this goal. Of these two components by Keller developed into four components. The fourth component of the learning model is attention, relevance, confidence and satisfaction with the acronym ARCS (Keller and Kopp, 1987: 289-319).
Learning model is interesting because it was developed on the basis of learning theories and actual experiences of the instructor (Bohlin, 1987: 11-14). However, in this learning model no evaluation (assessment), whereas evaluation is a component that can not be separated in the learning activities. Evaluation conducted not only at the end of the learning activities but need to be implemented during the last activity. Evaluation carried out to determine the extent to which progress has been made or the results obtained student learning (DeCecco, 1968: 610). Evaluation carried out during the learning process according to Saunders et al. as quoted by Beard and Senior (1980: 72) may affect students' learning results. Given the importance of evaluation, the learning model was modified by adding an evaluation component in the learning model.
With these modifications, the learning model used contains five components namely: attention (interest / attention); relevance (relevance); confidence (trust / believe); satisfaction (satisfaction / pride), and assessment (evaluation). Modification was also made with confidence renaming the assurance, and attention into interest. Replacement name confidence (confident) to assurance, because the word is synonymous with the assurance of self-confidence (Morris, 1981: 80). In the learning activities teachers not only believe that the students will be able and successful, but also very important instill self-confidence of students that they felt capable and able to succeed. Similarly, attention to replacing the word interest, because the word interest (interest) already contained the notion attention (attention). With the interest not only attract interest / attention of students at the beginning of activity but still maintain the interest / attention during learning activities take place. To obtain a better acronym and more meaningful then the order was modified to be assurance, relevance, interest, assessment and satisfaction. The meaning of this modification is the first effort in the learning activities to instill confidence / trust in students. Learning activities relevant to student life, trying to attract and maintain interest / attention of students. Then performed the evaluation and foster a sense of pride in students by providing reinforcement (reinforcement). By taking the first letter of each component to produce Arias said as an acronym. Therefore, the model of a modified learning is called learning models Arias.
Component 2.2 Learning Model Arias
As has been stated Arias learning model consists of five components (assurance, relevance, interest, assessment, and satisfaction) are compiled based on learning theory. The fifth component is a unity that is required for learning activities. Brief description of each component and a sample of what can be done to arouse and enhance learning activities are as follows.
The first component is a model of learning Arias assurance (confidence), which is associated with the attitude to believe, believe will be successful or that relate to expectations for success (Keller, 1987: 2-9). According to Bandura as quoted by Gagne and Driscoll (1988: 70) a person who has high self-confident attitude tends to be successful no matter what ability he has. The attitude in which a person feels confident, trust can be successfully achieved something will affect their behavior to achieve success. These attitudes affect one's actual performance, so the differences in these attitudes cause differences in performance. Attitude of trust, believe or hope will work to encourage individuals to act to achieve a success (Petri, 1986: 218). Students who have a confident attitude has a positive assessment of him tends to show a good performance is continuously (Prayitno, 1989: 42). Confident attitude, confident this will work need to invest to students to encourage them to try the maximum to achieve optimal success. With a sure, confident and feel able to do something with successful, motivated students to do activities as well as possible so as to achieve better results than previously or may exceed the others. Some ways that can be used to influence the attitude of self-confidence is:
- Helps students recognize the strengths and weaknesses, and instill in students a positive self image of yourself. Bring someone who is famous in the field as speakers, video tapes or show a portrait of someone who has succeeded (as models), for example, is one way of instilling a positive image of yourself and the students. According to Martin and Briggs (1986: 427-433) using a successful model of a person can change attitudes and behavior of individuals received wide support from the experts. Using someone as a model to instill self-confident attitude as cited by Bandura Gagne and Briggs (1979: 88) was carried out widely in schools.
- Using a standard, a standard that allows students to achieve success (eg by saying that you would be able to answer the questions below without seeing the book).
- Giving a difficult task but realistic enough to be completed / in accordance with students' abilities (eg giving the task to the students starting from a simple fade to a difficult task). Presenting the material in stages in accordance with the order and level of difficulty according to Keller and Dodge as cited in Reigeluth and Curtis Gagne (1987: 175-202) is one attempt instill confidence in students.
- Giving students the opportunity to gradually learn and be independent in practice a skill.
The second component of the learning model Arias, relevance, which is related to student life experiences either now or who have owned or related to the career needs of today or the future (Keller, 1987: 2-9). Students felt their learning activities follow a value, helpful and useful for their lives. Students will be motivated to learn something about what's going to learn any relevance to their lives, and have clear objectives. Something that has the purpose, and clear goals and no benefits, and relevant to life will encourage individuals to achieve that goal. With a clear purpose they will know what skills will be owned and what the experience will be obtained. They also will know the gap between the capabilities that have been owned by the new capabilities that this gap can be reduced or even eliminated altogether (Gagne and Driscoll, 1988: 140).
In learning activities, teachers need to consider the relevance of this element. Some ways that can be used to improve the relevance of learning are:
- Put forward objectives to be achieved. Clear objectives which will provide clear expectations (concrete) on the students and encourage them to achieve those goals (DeCecco, 1968: 162). This will affect the results of their study.
- Bring the benefits of student life lesson for both the present and / or for various activities in the future.
- Use clear language or examples that are related to actual experiences or values that students possess. Clear language is the language understood by the students. Actual experience or direct experience that can bridge it experienced students to new things. Experience other than giving fun for students, is also needed is essentially a bridge leading to the same starting point in engaging students mentally, emotionally, socially and physically, as well as an attempt to see the scope of issues under discussion (Semiawan, 1991). (4) Using a variety of alternative learning strategies and media that are suitable for achieving goals. Thus it is possible to use a variety of strategies and / or media learning in each learning activity.
The third component of the learning model Arias, interest, is associated with the interest / attention of students. According to Woodruff was quoted as saying by Callahan (1966: 23) that real learning does not occur without interest / attention. Keller was quoted as saying Reigeluth (1987: 383-430) states that in the learning activities of interest / concern not only to be resurrected, but also must be maintained during the learning activities take place. Therefore, teachers must consider the various forms and focus on the interest / attention in learning activities. Herndon (1987:11-14) shows that the interest / attention of students given the task to encourage students to continue his job. Students will return to do something interesting in accordance with the interest / attention. Generating and maintaining interest / concern is the growing curiosity of students' effort required in learning activities.
Interest / attention is a very useful tool in efforts affect students' learning results. Some ways that can be used to generate and maintain interest / attention of students include:
- Use stories, analogies, something new, something other shows / odd different from regular learning.
- Giving students the chance to participate actively in learning, for example, invited students to choose the discussion topics will be discussed, ask a question or a problem that needs to be solved.
- Organize the variation in learning activities such as quoted by Lesser Gagne and Driscoll (1988: 69) variations from serious to humorous, from fast to slow, from loud voice to the voices that are, and changing teaching styles.
- Conducting nonverbal communication in learning activities such as demonstrations and simulations that according to Gagne and Briggs (1979: 157) can be done to attract the interest / attention of students.
The fourth component is the learning model Arias assessment in connection with the evaluation of students. Evaluation is an essential part of learning that provide benefits for teachers and students (Lefrancois, 1982: 336). Deale for teachers, as quoted by Lefrancois (1982: 336) evaluation is a tool to find out if you have been taught has been understood by students; to monitor the progress of students as individuals and as groups; to record what students have accomplished, and to assist students in learning . For students, the evaluation is feedback on the strengths and weaknesses that are owned, can encourage better learning and increased achievement motivation (Hopkins and Antes, 1990:31). Evaluation of the students performed to determine the extent of the progress they have achieved. Does the student have the ability as expressed in learning objectives (Gagne and Briggs, 1979:157). Evaluation is not only done by the teachers but also by students to evaluate themselves (self assessment) or self-evaluation. Self-evaluation done by the students against themselves, or against their friends. This will encourage students to try harder than before in order to achieve maximum results. They would feel ashamed if the weaknesses and shortcomings that have known by their own friends. Self-evaluation of an evaluation that supports the teaching and learning process and help students improve their success (Soekamto, 1994). This is in line with the Martin and Briggs stated as quoted by Bohlin (1987: 11-14) that is widely self-evaluation is very helpful in the development of learning on their own initiative. Thus, self-evaluation can encourage students to enhance what they want to achieve. This also fits with what is stated Morton and Macbeth, as quoted Beard and Senior (1980: 76) that self-evaluation can affect students' learning results. Therefore, to influence students' evaluations need to be implemented in the learning activities. Some ways that can be used to conduct the evaluation include:
To evaluate and provide feedback on student performance.
Provide an objective evaluation, fair and immediately inform the student evaluation results.
Giving students the opportunity to conduct self-evaluation.
Giving students the opportunity to conduct an evaluation of a friend.
The fifth component of the learning model that Arias was the satisfaction associated with a sense of pride, satisfaction with the results achieved. In the theory of satisfaction is the reinforcement learning (reinforcement). Students who have succeeded in doing or achieving something to feel proud / happy for your success. Accomplishment and pride that a booster for the students to achieve the next success (Gagne and Driscoll, 1988: 70). Reinforcement or reinforcement that can provide a sense of pride and satisfaction in students is important and necessary in learning activities (Hilgard and Bower, 1975:561). According to Keller on the theory of pride, a sense of satisfaction can arise from within the individual himself who called intrinsic pride in which individuals feel satisfied and proud to have succeeded in doing, achieving or getting something. Pride and satisfaction can also arise due to the influence from outside the individual, that is from other people or the environment, called the pride of extrinsic (Keller and Kopp, 1987: 2-9). Someone feel proud and satisfied that what is done and produced an award winning both verbal and nonverbal nature of the people or the environment. Award (reward) by Thorndike as quoted by Gagne and Briggs (1979: <!- - [endif] -> is a reinforcement (reinforcement) learning activities. Thus, giving the award is one way that can be used to influence student learning outcomes (Hilgard and Bower, 1975: 561). For that, a sense of pride and pleased to embedded and maintained in the student. Some of the ways that can be done include:
- Provide reinforcement (reinforcement), the award is well deserved verbal and non-verbal to students who have been showing success. Speech teacher: "Good, you've done very well!". Nodded his head with a smile as a sign of consent to the students' responses to a question, is a form of reinforcement for students who have succeeded in doing an activity. Sincere words and / or the teacher smiles sympathetically created a sense of pride in students and this will encourage him to do things better, and get better results than before.
- Providing opportunities for students to apply knowledge / new skills acquired in real or simulated situations.
- Show great attention to the students, so they feel recognized and appreciated by the teachers.
- Giving students the chance to help their friends who have difficulty / require support.
2.3 Use of Model Learning Arias
Use of Arias learning model needs to be done from the beginning, before the teacher did in class learning activities. This learning model is used since the teacher or designer to design learning activities in the form of units of such class. Unit lesson as holders (guidelines) and the class teacher as a unit of lessons / materials for students. Unit lessons for teachers to hold highly structured, so that the units in these courses have components containing Arias. That is, the unit's lessons are portrayed business / activities to be done to instill confidence in students, a relevant activity, the interest / attention of students, to evaluate and foster a sense of respect / pride in students. Teacher or developer has designed a sequence of all activities conducted, strategies or methods to be used, the media of learning what to wear, what equipment is needed, and how the assessment will be conducted. Still learning activities tailored to the circumstances, conditions and environment students. Similarly, as the unit of study materials or materials for students. Material / material should be compiled based learning model Arias. Language, vocabulary, sentences, pictures or illustrations, the materials or the materials can foster self-confidence in students, that they are capable of, and what is learned there is some relevance to their lives. The shape, structure and content of materials or the materials can generate interest / attention of students, giving students the chance to conduct self-evaluation and the students feel valued which can cause a sense of pride in them. Teachers and / or developers to use language that is easy to understand and be understood, the words clear and simple sentences straightforward so that the point can be easily captured and digested students. Material / material to be equipped with a clear image and attract in sufficient quantities. Images can cause a variety of fantasy / fantasy and can help students more easily understand the material / material being studied.
Students can imagine / fantasize about anything, even to imagine himself as anything (McClelland, 1987: 29). Material / material and arranged in order of difficulty stages need to be made in such a way that can lead to curiosity and allows students to conduct their own evaluation.
3. Field Experiment Results
Arias learning model has been tested on a number of students at two different schools. The first model is tested to a number of class V students of a primary school (elementary) School in Palembang City for a quarter of quarterly III 1995/1996 school year. The school was taken as a simple random sample of equal number of state elementary school in Palembang City has parallel V class. Elementary students from the total 60 people were taken V-grade students as samples that are grouped into four groups, where each group of students numbered 15 people. This student sample was also taken at random simple. Experiments using the method of factorial design experiment with 2 x 2. To obtain the necessary data used to learn the results of test instruments and questionnaires that have tested the validity and reliability. The data obtained were analyzed by ANAVA-2 lines with the F test at a significance level a = 0.05.
The second experiment also experimenting with using 2 x 2 design was carried out in different primary schools, namely a state elementary school in Sekayu, Musi Banyu Asin. Long experiment during which one quarter quarterly II 1996/1997 school year. The number of 80 samples of students who are categorized into four groups where each group of students numbered 20 people. Both samples of students' primary and samples taken at random simple. To obtain the necessary data used achievement motivation test. The data obtained was also analyzed by ANAVA-2 lines at the level of significance a = 0.05. Just as in the first experiment, in this second experiment was also carried out an analysis of test requirements for the Lilliefors test for normality and Bartlett test for homogeneity of data.
Does achievement motivation and learning results of students who follow the model of learning Arias higher than those who follow the model of non-Arias learning. For that good on the first or the second experiment, students are grouped into control and experimental groups. Learning activities in the experimental group implemented based learning model Arias. Unit lessons arranged by Arias learning model developed / developed by the authors. In the control group learning activities undertaken by non-learning models Arias, a unit of lessons prepared by the class teacher concerned. In the second experiment was conducted controlling internal and external validity. Control of internal validity are:
(1) equalize each group at the beginning of the experiment by analyzing the initial test scores of each group to avoid the effects of different subject selection;
(2) Using the same instruments for the final test and initial tests in order to avoid the effects of differences in measuring instruments;
(3) To that no subject withdrew during the study took place to avoid the effects of loss of subjects in the experiment;
(4) Provide a relatively brief treatment, to avoid the effects of maturation and the effect of initial tests. Control of external validity are:
1. Determination of the control group, experimental group and the selection of teachers who have equivalent qualifications randomly assigned;
2. The atmosphere of learning, classroom situations, and conditions of each group all the same as school days, except the use of learning models Arias in the experimental group, to avoid environmental effects that can cause an excessive reaction from students;
3. During the experiment students were not told that there is research to avoid the effects Howthorne and John Henry.
ANAVA results showed that the first experiment Fo = 10.74 is much greater than Ft = 4.02 at a significance level a = 0.05, and the average score difference between the two groups XA = 78.80> Xn-A = 75.93 (Sopah, 1999: 120 - 121). These results indicate that the students' learning model Arias higher than those who follow the model of non-Arias learning. In the second experiment Fo = greater than 8.44 Ft = 3.96 at a significance level a = 0.05, and the average score difference between the two groups is XA = 18.55> Xn-A = 15.98 (Sopah, 1998 : 99-100). These results indicate that the achievement motivation of students who follow the learning model Arias higher than those who follow the model of non-Arias learning.
The results of both experiments show that there is influence Arias learning model of achievement motivation and learning outcomes. Achievement motivation and learning results of students who follow the model of learning Arias higher than those who follow the model of non-Arias learning.
4. Closing
From the results of two field experiments can be said that Arias learning model can be used by teachers as an alternative in an effort to increase achievement motivation and learning outcomes. Although this field experiment showed positive results but the experiment has some limitations, namely:
From the results of two field experiments can be said that learning models can be used by teachers as an alternative in an effort to increase achievement motivation and learning outcomes. Although this field experiment showed positive results but the experiment has some limitations, namely:
- The experiment was conducted by taking samples of one state elementary school in the city of Palembang (first experiment) and one primary school in the country Sekayu, Musi Banyu Asin (second experiment). Although the sample was drawn at random, but their number is limited, so the results may not be generalizable to a broader area. For that, should any other similar studies with regional distribution and a broader sample. With the support of this kind of research results is expected to be a material consideration of the use of learning models in primary school Arias.
- When used for this experiment is also limited. The experiment lasted only one quarterly. Because time is limited, then the material or material provided is also limited, not so much. Although in this experiment has been carried out carefully control, but because of the limited time and materials provided the possibility of the influence of other variables that are not controlled can happen. For that, there is need for further research much longer time, materials or materials given more, so it can better reflect that Arias learning model can affect students' learning outcome or not.
- Field studies that use limited to one area of study even one subfields of study. Good results obtained in this study subfields not necessarily give the same results in other subjects. Because it is also necessary to other similar studies in various fields of study, so as to reflect the amount of influence Arias learning model of student learning outcomes.
- In this experiment units arranged according to lesson learning model Arias, both for teachers as well as handle materials / materials for students prepared by the author. Units of study by Arias learning model is tested and the results were good. These good results may need to be supported by other similar studies in which the unit according to the model of learning lessons Arias arranged by the teacher concerned. Thus it will be seen whether the unit according to the model of learning lessons Arias, prepared by teachers with a variety of limitations will also achieve better results.
Library Reference:
Beard, Ruth M. and Senior, Isabel J. 1980. Motivating students. London: Routledge and Kegan Paul Ltd..
Bloom, Benjamin S.1982. Human characteristics and school learning. New York: McGraw-Hill Book Company.
Bohlin, Roy M. 1987. Motivation in Instructional design: Comparison of an American and a Soviet model, Journal of Instructional Development vol. 10 (2), 11-14.
Callahan, Sterling G. 1966. Successful teaching in secondary schools. Chicago: Scott, Foreman and Company.
Davies, Ivor K. 1981. Instructional technique. New York: McGraw Hill Book Company.
DeCecco, John P. 1968. The psychology of learning and instructions: Educational Psychology. New Jersey: Prentice Hall, Inc..
Department of Education and Culture. 1998. SD EBTANAS report. Palembang: MOEC Palembang Municipality.
Dick, Walter and Reiser, Robert A. 1989. Planning effective instruction. Boston: Allyn and Bacon.
Gagne, Robert M, and Briggs, Leslie J. 1979. Principles of Instructional design. New York: Holt, Rinehart and Winston.
Gagne, Robert M. and Driscoll, Marcy P. 1988. Essentials of learning for instruction. Englewood Cliffs, NJ.: Prentice-Hall, Inc..
Hendorn, James N. 1987. Learner interests, achievement, and continuing motivation in instruction, Journal of Instructional Development, Vol. 10 (3), 11-14.
Hilgard, Ernest R. and Bower, Gordon H. 1975. Theories of learning. Englewood Cliffs, NJ: Prentice Hall, Inc..
Hopkins, Charles D. and Antes, Richard L. 1990. Classroom measurement and evaluation. Itasca, Illinois: F.E. Peacock Publishers, Inc..
Keller, John M. 1983. Motivational design of instruction Charles M Reigeluth (ed.), Instructional design theories and models, 383-430. Hillsdale, NJ.: Lawrence Erlbaum Associates, Publishers.
________ 1987. Development and use of ARCS Model of Instructional design, Journal of Instructional Development, Vol. 10 (3), 2-9.
Keller, John M. and Thomas W. Kopp. 1987. An application of the ARCS model of motivational design, the Charles M. Reigeluth (ed), Instructional theories in action, 289-319. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Lastri, M.T.F. 1993. Elementary students' ability concern, Kompas, July 14, 12.
Lefrancois, Guy R. 1982. Psychology for teaching. Belmont, CA: Wadsworth Publishing Company.
McClelland, David C. 1987. Encouraging community achievement. Translation Siswo Suyanto and W.W. Bakowatun. Jakarta: CV. Intermedia.
Morris, William (ed) 1981. The American Heritage Dictionary of Bahasa language. Boston: Houghton Miflin Company. Petri, Herbert L. 1986. Motivation: Theory and research. Belmont, CA: Wadsworth Publishing Company.
Prayitno, Elida 1989. Motivation in learning. Jakarta: PPPLPTK.
Reigeluth, Charles M. and Ruth V. Curtis 1987. Learning Situations and instructinal models, in Robert M. Gagne (Ed.), Instructional technology foundations, 175-206. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers. Semiawan, Conny R. 1991.
Effective learning strategies and efficient in Conny R. Semiawan and Soedijarto (ed.), Searching for a national education development strategy towards the XXI century, 165-175. Jakarta: Grasindo. Soekamto, Toeti 1994. Self-evaluation for improving the quality of education. Inaugural speech professor permanent Faculty of Technology and Vocational Education, Institute of Teacher Training and Education Jakarta, July 30.
Sopah, Djamaah 1998. A study of the model increased student achievement motivation, the research report. Palembang: Sriwijaya University Research Institute.
________ 1999. The influence of learning models Arias and achievement motivation of students', Dissertation. Jakarta: PPS-IKIP Jakarta.
Suryabrata, Sumadi 1982. Educational psychology: educational material guidance counseling programs in Higher Education. Yogyakarta: MOEC.
HISTORY
Djamaah Sopah, born in Penggage, April 14, 1944. Completing the Bachelor of Education from IKIP Bandung Palembang Branch in 1967 and Bachelor of Education majoring in Public Education in Guidance and Counseling, Sriwijaya University in 1974. In 1982 following postgraduate education at the University of Kentucky, USA, and obtained his Master of Science in Education in Curriculum & Instruction in 1984. In 1985 received a diploma Mengajar Act V of the Open University. In 1999 received his Doctorate in Educational Technology from IKIP Jakarta.
From 1962 to 1974 had been a teacher and head of elementary, junior high school teachers, teacher SPSA, as well as teacher and head of SPG. Since 1974 until now a lecturer at the FIP / Guidance and Counseling, University of Sriwijaya. In addition, once a Network Coordinator for Instructional Improvement-WUAE, BKS / B-USAID 1985-1990. Instructor at Learning Development upgrading in various State Universities in Indonesia Western Region and various private universities in Kopertis Region II (1984-1990). In 1987 was invited as an instructor at "the WUAE-BKS / B Training Institute" University of Kentucky, USA.
Scientific articles ever written include: "Communication between Parents and Children" presented at the Panel Discussion ISWI Palembang, 1990. "Transparency OHP as Media Edukasyonal" (Voice Teacher No. 5 Th. XLVI/1997). "Achievement Motivation, Attention Parents and Outcome Study" (Forum Education No. 2 Th. XIII/1996). While seminars / workshops have been followed international among others "Mid-Winter Community Seminar (Tuskeege, USA, 1982).
"The International Development Training Workshop" (Lexington, USA, 1983).
Source: Center for Education Statistics, Research and Development - Ministry of National Education
http://gurupkn.wordpress.com/2007/12/22/model-pembelajaran-arias/
The models for evaluation of the learning PIPS (discussing the terms validity of the curriculum (curriculum validity) and the role of evaluation of learning outcomes; approaches and tools in the evaluation of learning results PIPS)
TIU: This course aims to F-1 student Education History has knowledge, insight, experience and skills in:
a. understanding IPS, Social Science, social studies
b. philosophical foundation, academic and educational PIPS
c. traditions and social studies PIPS
d. theory and development objectives PIPS
e. theory, procedures, and curriculum development model PIPS
f. theories, approaches, and learning development model PIPS
g. theories of learning outcomes PIPS
h. evaluation models PIPS
ICT: - Allocation: 16 times meetings Source: Andersen, C., PG Avery, P.V. Pederson, E.S. Smith, J.L. Sullivan (1997). Divergent Perspectives on citizenship education: A Q-method study and survey of social studies teachers. American Educational Research Journal, 34, 2.
Brophy, J. and J. Alleman (1996). Powerful social studies for elementary students. Fort Worth: Harcourt Brace College Publisher
Gregg, S.M. and G. Leinhardt,. (1994). Mapping out geography: an example of epistemology and education. Review of Educational Research, 62, 2.
Hasan, S.H. (1996). Social Science Education. Jakarta: Ministry of Education and Culture.
Hess, F.M. (1999). Bringing the Social Sciences Alive: 10 Simulations for History, Economics, Government, and Geography. Boston: Allyn and Bacon.
Hursh, D.W. and E.W. Ross (2000). Democratic Social Education: Social Studies for Social Change. New York: Palmer Press.
Lindquist, T. (1995). Seeing the whole through social studies. London: Heinemann
NCSS (1994). Curriculum standards for social studies: expectations of excellence. Washington, D.C.: NCSS
Nebraska, Stateboard of Education (1998). Nebraska Social Studies / History Standards: Grades K-12. [Online]. Available: http://www.nde.state.ne.us/SS/SocSStnd.html. (May 25, 2001).
National Center for History in the Schools (1996). National standards for history. Los Angeles, CA: National Center for History in the Schools
Savage, T.V. and D.G. Armstrong (1996). Effective teaching in elementary social studies. Englewood Cliffs, New Jersey: Prentice-Hall.
Shaver, J.P. (1991). Handbook of research on social studies teaching and learning. A project of the National Council for the Social Studies. New York: Macmillan Publishing Company.
Semb, G.B. and J.A. Ellis (1994). Knowledge taught in school: what is remembered? Review of Educational Research, 64, 2.
Stahl, R.J. (ed) (1994). Cooperative learning in social studies: a handbook for teachers. Menlo Park, California: Addison-Wesley Publishing Company.
Thornton, S.J. (1994). The social studies near century’s end: reconsidering patterns of curriculum and instruction, dalam Review of Research in Education, 20.
Wilson,S.M. dan Wineburg,S.S. (1993). Wrinkles in time and place: using performance assessments to understand the knowledge of history teachers. American Educational Research Journal, 30, 4.
Journals
Social Studies
Review of Educational Research
Jurnal Pendidikan Ilmu Sosial
Historia
Internet
http://dir.yahoo.com/Education
http://www.stemnet.nf.ca/Curriculum/Validate
http://www.ed.uiuc.edu/circe
:.