The importance of learning in a learning process between teacher and student

importance of learning in a learning process between teacher and pupil

Eureka Education. According to Uno (08: 52)

main purpose learner activity of stimulus, response and reinforcement as a whole work is to manage to diversify the commission of learning (learning actions) and optimize. In practice, however, this task will often give theoretical knowledge of descriptive as much as possible to be interpreted so that in many cases in the class were impressed with almost no meaning, because it does not get through a follow may be right followed.

Education is an attempt to get to the goal, significance . Understand this, Education is activity-dependent learning objectives. Infinite knowledge lead learning goals simplified in certain science concepts. Significance itself is inseparable from the interaction. Interaction, for students, understood as the importance of the various sources of learning. Therefore, meaningfulness of learning is to the time limits required According to Uno (08: 53) the standard of competence (SK)

to achieve.

Learning is an internal process, which can not be observed directly. Changes in the behavior of someone who really sees only a reflection of the change in their perception internalization of something observed and thought is. While the function of the stimulus comes from outside as an activator of the working memory of the brain responded to the cognitive structures through the process of assimilation and accommodation are forming constantly updated and develop so that it will always be something new in the memory of the end of each learning activities ,

According to the cognitive flow, learning is an activity that students gain knowledge. to make students at a later date sense of their own learning through experience and experimentation to discover new knowledge and skills are unique to them. Consistent with this situation Ausubel in Uno (08: 12) argues:

Participants learn well when the so-called "regulation progress" (Advance organizers) defined and presented correctly and appropriately to students. ... "Advance organizers' offer three advantages, namely

• to provide a conceptual framework for learning material to be learned by the students,
• as a bridge to serve that connects between what students learned to be "this time" learning what "are" students; so
• The opportunity to help students, the learning material easier to understand.

the efforts of teachers, students to help get good done by presenting the general benefit of the learning material the levels of what the understanding and learning materials should be taken by the student, informed harmonic motion, for example, before the study material elasticity and simple teacher material provision initially has the concept of style to master. Moreover, should the information on the rewards and punishments, if included the early availability not dominated by the teachers to obtain information in the study material elasticity and simple harmonic motion

Uno (08: 12). Adds:

teacher knowledge of the course content should be very good. Only then a teacher in may be able to find information by Ausubel "very abstract, general, and inclusive", what is taught embodies. In addition, the teachers are also logical thinking as possible is required. Without logical thinking, which is good, then the teacher will have difficulty sorting through the article, there are defined short and dense in the formulation of, and sort the material for the sake of material in the structure of the sequence of logical and easy to understand.

learning, again depending on the state of the two parties. This condition involves a student is ready to accept a variety of learning resources and the willingness of learning resources (teachers and various other learning resources) to construct knowledge in the students. Understanding these conditions Bruner in Uno (08: 12) argues:

learning process to go well and creatively when the teacher students is the possibility of a rule (including concepts, theories, definitions, etc.) find by examples that explain the rules (represent) be the source.

understanding of Bruner proposed fundamentally questioned learning theory as a science membelajarkan concepts to make during the learning theory in question, the learning (students). Uno (08: 13) Vermietungs difference learning theory and the theory of learning, as follows:

learning theory predicts how the maximum age of a child summation to learn while theory learn the how-the mean contours (membelajarkan) to teach summation.

Nevertheless learn differences in theory and learning theory, it is the scope of the object of study (students). The differences in learning theory and learning theory as in the later stages showed a good relationship has been exemplified in the use of the experimental method. In the experimental method teacher only in how students learn and learning materials (on the study material centered) and not the question of what, who, when, where and how the students (student-centered)

Bruner Uno (08 .: 13) proposes that "the need for a theory of learning that explain the principles for the design of effective learning in the classroom." Uno (08: 50) further provides three alternative learning approach from the perspective of psychology, namely; 1. Approach behavior (behavioral approach), 2. Cognitive Approach (cognitive approach), 3. Applied Approach (approach adopted). The cornerstone of these three approaches are summarized as follows:

approach behavior (behavioral approach)

approach behavior (behavioral approach) is based on:

1. require observed behavior changes and measured
2. stimulus is the main cause for the formation of the answers in the study .. stimulus is the change called formed the subject matter in a manner of operant conditioning that learners develop to stimulate the desired behavior in the learning objectives. Since the development and design of classical conditioning, which means actually ignores the distance between the stimulus (S) and response (R), the operant conditioning the signals the spirit of the trip and is seen as a mediator, what donor appeal in hopes of receiver response is desired, thoughts and actions of certain developing this form of learning.
3. , which are designed to facilitate student learning. Learning materials should include a series of short steps or frames that each step requires a response activity of the teacher and any response should be inserted to determine segeranya Feedback for the accuracy of the response.
4. oriented to optimize the ability of the individual.

Based on the basis of it can be concluded above that the behavioral approach applied appropriately in teaching students using structured tasks (students learn the media LKS to use). and individually experimental methods or in groups

approach cognitive (cognitive approach)

the cognitive approach (cognitive approach) is based on:

1. Memproposisikan that's all not the sum of parts. That is, each event only once excited first pattern structure understood then to form the arrangement of elements and components, and the interrelationship between the components of the elements a mental picture as a whole called insight perception.
2. Stimulus that comes an answer from the outside as an activator of the working memory of the brain to form the cognitive structures through the process of assimilation and accommodation and develop constantly updated so that there is always something new in the memory of the end be any learning activity.
3. Makin high regard for the existence of the property as a determinant of the type of label material structures studied by learning and the degree of difficulty learning tasks that are enforceable them. That is, those who learn and the ability or knowledge of what is to master as the first consideration. Then how membelajarkan records and the difficulty in which formulated these skills in learning programs are enforceable.
4. oriented learning process of learning outcomes.

Based on the basis of the above it can be concluded that the approach of cognitive learning in teaching students applied appropriately using structured task, the experimental method. and methods of discussion

approach to application (Applied Approach)

1. approach is applied (Applied Approach) is based on:
2. learning as attempt to gain knowledge through four levels of interrelated activities, ie orientation, training, feedback and the continuation phase. Regarding the learning phase, then are of course four learning function are that it must be implemented in accordance with the stages of learning.
3. The functions of the learning process (1) to give the orientation of the material, (2) provide the opportunity to practice and application of the material on the stage of orientation covered, followed by, (3) provide an understanding for the learning outcomes that have been achieved in the process of learning that has been done, and (4) provide the opportunity to continue the exercise.
4. oriented innovation communication, a concept of science.
to learn
5. -oriented process.

on the basis of the above it from said that the approach of cognitive learning in teaching students applied structured task can be appropriately closed by using the experimental method, discussion methods and the method project tasks.

experimental method, in these three approaches, explaining how the student's ability to use the tool and draw conclusions from the data describing the changes in the behavior of students not knowing to know who does not understand become aware of not to use a tool that may be able to use the tool, not even able to correct data of other students receive is capable of correcting. All these verbs can be included in the workplace learning on the basis of these objectives (which is basically a part of the class action research) in the development of a benchmark study is interesting or not to draw learning method. Since the primary interest of the students in the experimental method is a practical tool, the teacher is no longer verbal operant conditioning is to be instrumental in bring back memories of the students on verbal teachers who have hardly heard that a reaction occur. Thus, the media success of the success of the stimulus.

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