Educations Article

Maturity in Education

The basic education is an attempt understood people to humanize so become as for humans, the human need through education of educators also made human. However suggests some literature that specific understanding that education is the effort made by an adult to a child who considered immature. Adults is in simple words, if a child make decisions and be responsible for his decision.

This understanding of Greece arose that deliver at the time, working parents entrust their children educational , the person who is trustworthy, a child provide ren to school and also a guide available. In this case, educational replace the role of parents, an understanding on various issues in children to provide. So still hope to get the children useful knowledge to himself and his life.

The development is set maturity in terms of education. understand form someone who an adult is considered on four aspects based, namely:

1.Kedewasaan Biologics

Maturity does not come from external influences, but is essentially in each. This biological maturity can be determined by a person's body shape that was different from the shape of their body during childhood.

2.Kedewasaan Psychological

Simply put psychologically associated with psychiatric someone then someone, an adult is considered psychologically, is someone who has the mental dynamics control. So it is better able to manage in the face of a variety of situations, including situations that less comfortable or pleasant for him. Even if such a person is in a situation that is happy, he will be able to control himself and not excessively in his expressing happiness.

3.Kedewasaan Teaching

Maturity in this case refers to a person's ability to provide an education in itself. Someone mature educational understand what they need, what its priorities and to understand what the purpose of his life. So he tries mengkualitaskan too many things that can assist in a mature person. He was not able to give an evaluation of the daily activities, do not do the things that are meaningless.

4.Kedewasaan Sociological

are social creatures that would relate to other people as essentially human. So sociological maturity is the maturity with respect to a person's ability to communicate with other people. The communication is to be respected in this case other, understand others related to cooperate with others, and a variety of activities linking interpersonal relationships one with another person or a group.

Backed by the understanding of the maturity in this study, then the further development of training is associated with improved quality of life. In this case, each is applicable education in different countries have used to expect their own definition of the people of his country.

Eureka Education . The results of the study changes from someone to do the learning activities, but any one person, if they would have treated in the learning process a different amendment. Changes influenced by many factors. What the factors that affect, learning outcomes can be divided into two main parts, namely internal factors and external factors (Indra Munawar, 09).

physical condition, that must be considered, first normal physical condition or a defect in the uterus after birth have. Normal physical condition should primarily covers the state of the brain, the five senses, limbs. Second, when the state of physical conditions. The physical state of healthy and fresh influence learning success.

Psychological factors affecting the success of this study, are all questions to a mental state must , Mental condition which can support the success of learn is a mental illness that is continuous and stable. Psychological factors are the following. First Intelligence. Intelligence, or the level of basic intelligence person who learn on the success of is someone a big impact. Second, the will. Willpower can be said, the most important factor determining the success of is his, learn someone. Thirdly talent. Talent is unable to determine the location, whether someone is in a field, but to determine the level of one's ability in the field.

factor home or family environment is the first and most important environmental influences the success of their own learning in the determination. Atmospheric home environment quiet enough, their parents attention to the development of education and upbringing of children, it will affect the success of learning.

The school environment needs to ensure the success of learn students to determine. It is the most impact on the success of students in the school include teaching methods, curriculum , the relationship between teachers and students, the relationship of the students with the class, in school time to learn, order or discipline enforced consistently and consistently.

a student should be able to choose a community that can support successful learning. Communities are external factors that learning also affect students because of its presence in the community. Environment that is not formal, to support the learning success of the educational institutions, such as foreign language courses, counseling testing, teaching teenagers and other

by the expected to pay attention to these factors to increase learning outcomes to prevent someone and that students from causes inhibition of learning can.

factors promoting technological development

Eureka Education. current issues, which involve a number of parties to assess, and in the depth of which is globalization. Global time is shown by the rapid growth of Science and technology, which are then sent questions and received influence on the ease of a lot of information available so far, the boundaries between regions. The boundaries are the smaller it provides an understanding that will be the melting pot of many aspects of life that give rise to a variety of influences, particularly the most concern is the effect of changing the culture of a country.

Globalization is a necessity. Sooner or later it will happen, because basically globalization a drive for progress Science and technologies that were built long ago. So that globalization is not a threat to the nation. Because the people who terancamlah feel that it shows the weakness itself as a nation.

"It should globalization would strengthen the local culture and thus to preserve the identity of the nation. Beridentitas nation is a nation that cultural insights has. Thus, the process of globalization is changing the face the world, the public's face. this means the new dimensions that people Indonesia needs to provide the global community through the process of national education will be ready necessary to have a strategic vision that can these challenges (Tilaar 02 : 4.) "

So it is understandable that the global era is not one thing that should be expected with a survival strategy ( dependent strategy ), but prepared and we were in an important role assume namely as the party which affect not affected, do not follow the pioneer pioneers, so do not use the creations of others.

principle is the global era when the quality of human resources through the mastery of science and technology to improve a pulse on. Because basically technology is the result of the development of science, which helps the work of people easier. In this case, it goes without saying that the technology is not only connected to the finished products, but everything that facilitates the work of man. For developed countries, the era of development of science and technology has become an interesting thing. Because usually developed countries underlie the development of the country on the quality of the HR (Human Resources), which develop and use technology.

Meanwhile, for countries that usually do not develop in a position to rely on the strength of the technology development of the country. Several factors must be considered in order to develop the technology in a country, such as:

1. Human Resources

required in the art human resources that have the ability to manage these technologies. So the countries of human resources need to prepare to manage the technology. As the technology will be to the maximum value if it is the competent human resources in the use and development manages it. HR setup can be done through education, associated itself with the production of human resources.

2. Government Policy

The application of the technology to the public, requires the government's role in this case the measures taken. The government policy should based on research . It is intended that the policy technology in society in accordance with the needs of society. It shows that the technique used is appropriate technologies and on target.

3. Infrastructures

The technology of the application required the availability of facilities and infrastructure to support the smooth functioning of the technology. So the later technology will be applied, not limited by infrastructure.

4. The cultural dimension

society in general a culture had binding activities. While the technology included in something new in the dynamics of society. So, the thing to note is that the technology does not conflict with the culture of the community. Or in applying the technology needs by approaching culture dilandasai, slowly.

By considering these factors then the developing countries are expected to develop the technology underlie stated with still the identity of his nationality to be able in the international Arena in the global era participate as presented by Tilaar.

Assessment of learning outcomes

Eureka Education - assessment learning to collect, inter alia, the activities of facts and documents of learners who can be trusted to do the repair program, where taking activities such assessments place as part of the program in the classroom. Assessment is also a process facts and made complete basic professional judgment and interpret, to apply the policy on collection of information, ie information about the learner. Program students can be seen by looking at the development of personal results and achievements of learners who are also compared with other learners in the group (Surapranata, et al, 2012 :. 3).

Nuryani (2012: 150), evaluation or measurement of learning outcomes often associated with penialaian formative and summative assessments, while assessing involved process Belaya r known as the review. Although both can be interchangeable, in fact, there is a fundamental difference between the measurement and evaluation. The measurements are usually more emphasis on results, so check your back or that have been made during the evaluation involves measuring and simultaneously to see the future potential of each student.

Because basically someone who said learn needs to be a change in behavior. learn understood behavioral changes as a result of . Behavioral changes are typically achieved in the form of a series of skills by the students expressed during learning . "The result of learning is the ability of the students, after a learning experience (Sudjana, 05: 22) out". can be understood by them that learn is certainly to get close to the learning experience related to how students who are in learning a learning experience. Therefore, in the learning is need to pay attention to things than to teach other materials. It is solely the learning experience support provided students. Because as it is known that the ability to be obtained in the learning results are not only related to the storage of the theory.

More specifically, the described learning outcomes by the following statement mentioned skills "learning outcomes is something that is of students thanks to their effort achieved or obtained, or thoughts in the form of control , knowledge base and expertise in various aspects of life expressed so that it at individual changes in behavior qualitatively (Siagian, 2012: 11) saw ". can be understood by these opinions that the scale of the learning outcomes, including changes in knowledge, attitudes and skills.

Similar opinion related to learning outcomes, suggested by Anderson that says "human characteristics, typical mindset, do and feel. Typical thinking in terms of cognitive, do typically associated with psychomotor domains and usually with affective feelings (in Rashid and Mansur, 08: 13) are connected. " The third area always be a measure to evaluate the learning outcomes, although in principle each area has a number of aspects located.

in the formal education system, the learning results are a measure of the achievement of the objectives of learning . Therefore learning must obtain an assessment or evaluation, to determine the attainment of the objectives of learning . "The learning result is obtained by someone who is the learning process with a predetermined grading scale thereby to measure the success rate learn is usually done with the help of tests (129 Suprijadi, 2010)". By judgment rule is a test that student performance will demonstrate while in the Community learning .

However, it should be understood that have the cognitive, affective and psychomotor certain characteristics that all can not be performed with the test ratings. Affective and psychomotor aspects are usually assessed in a non-test, using a scale of attitude or observation, because of its connection with the attitudes and values. "The results of the affective and psychomotor there learning, looked up learning -mengajar progress and there is also a new look later (after the lesson is given) in practice of his life in the family, school and municipality (Sudjana, 05: 33) ". Therefore, the affective and psychomotor learning outcomes is more spacious, more difficult to monitor, but have a value that the student life is very useful because it can directly influence behavior.

library materials:

Rashid, Aaron and Mansur. 08. Assessment of learning outcomes . Discourse Prima Bandung
Suprijadi, Didi. Influence of peer tutoring mathematics Objectives Students to Class VII

SMP Darussalam, Jakarta. Scientific Journal Exacta factor , Vol. 3 No. 2 June 2010 Univ. Indraprastha

PGRI

Sudjana, Nana. 05. teaching and learning outcomes assessment . Bandung :. PT Youth Rosdakarya

Siagian, Roida Eva Flora and Sri Dewi Saputri. 2012 Scientific Journal Factor . March-April 2012. Univ.

Indraprastha PGRI.

learning experience Life

Eureka Education . The learning experience is a necessity for students who are going through a learning process. Because if the students through a learning process, as it he was also a learning experience. "Experiential learning is a student activity that can be achieved with the objectives for information and new skills in accordance performed (Rohani, 04: 171)." These learning experiences are inherently seeks to support the development of a student's knowledge as instrumental in achieving the learning objectives. This is confirmed by the statement Budiningsih who argued "the factors that are influencing the process of knowledge, the structure of existing knowledge, domain expertise and the network of cognitive structures is integrated (Budiningsih, 05: 57)."

"Experience is an event that meaning and significance of life give each behavior . can study reorganize past experience, the increasingly sophisticated (Sanjaya, 2011: 122). " Thus, the learning experience is presented by the teacher should be a concern because the connection with the formation of students to be knowledge, which in turn support the achievement of learning outcomes.

In biology, learning the learning experience is important for diverse educational materials Biology, may actually be a chance for teachers provide meaningful learning experiences for students to develop. Rustaman the importance of learning experience compares biology in teaching, with a proverb "experience is the best teacher" (Rustaman (05 :. 73) Thus, in the learning activities biology teacher experiences for students should develop to learn, so that students really the material to understand biology.

learn in experience providing biology students, teachers have the learning experience possessed students in . advance to know it is each student a learning experience and the importance of a learning experience, because that is different Fensham declared:.. "people sense to construct about things that happened or actively by himself the meaning built depended on the knowledge that already exists in a person says (in Rustaman, 05: 171). "Therefore, the experience and the results of the individual measurements is are different, then the result is different meaning.

Pragmatically Mansur divide the learning experience in three forms, namely:

1. Mental experience

Some forms the spiritual experience can be gained to read, among other things through books, listen to lectures, listening to radio news, not reflected, watching TV or a movie. On learning experience through mental experience, get students usually only provide information on the sense of hearing and seeing. Judging from the level of child development, experience through the senses of hearing learning is more difficult than through the senses of view because. through the senses of hearing ability of abstraction and concentration

Physical 2.Pengalaman

The experience of this type include the activities of observation, experiment, research, field trips, excursions / study tour , production diaries and some other convenient forms. Typically, students can take advantage of his senses when they dig through physical experience.

Social 3.Pengalaman

Some forms of social experience that can be done include: conducting interviews with the leaders , role playing, discussions, devotedly, do the bazaar, exhibition, sale, disaster fund, or to collect social gathering. This learning experience is more useful if each student is given the opportunity to interact with each other: ask answer, comment, question-answer show and so on. (Mansur, 07: 65).

The three types of learning experiences is recognized learning experiences such as whether the dominant possessed by pupils and their impact on learning outcomes

in addition to the efforts of the connected is learning outcomes . The identification of a learning experience, can be considered for teachers in providing new learning experiences for students in consideration. For a learning experience in the formulation, teacher attention should pay attention to several factors, among others: taught the characteristics of the concepts of a student available readiness and facilities. As can be understood, basically, that never taught biology at the previous level of education. Thus, to create a learning experience that fits the needs and abilities of students, requires the identification of the willingness of the students through the learning experience he had ever experienced. Teachers should consider the students level of development, particularly cognitive development. Therefore, be able to provide a learning experience that is appropriate to the skills and needs of students, requires the identification of the learning experience. The procedure learning can make the experience available learn which is able to help the students to achieve the learning objectives generate learning outcomes maximum.

stages of the scientific method (in BSCS request Approach)

1 observations, find the problem

Eureka Education . The first activity was observed / watching. With the method of observation, is challenged students to explore their curiosity about the phenomena and the mysteries of nature, which is always a challenge.

2. Formulate the problem

Scientific Thinking by scientific method by the awareness of the problem ahead. The problem is then formulated in a question.

3. Proposed a hypothesis

The hypothesis is a temporary solution of a formulation of the problem, which still require verification data on the basis of which was analyzed. In the scientific method and scientific thinking process, the formulation of hypotheses is very important. The formulation of clear hypothesis can lead to the next process in the process help ilmiah.Siswa on the growth of plant seeds in a variety of conditions in the previous year have experiences in research. Teacher hung a large sheet of paper on the spot to see all the students and say, "Let's make a list of ideas that might mnjelaskan what happened to the third tree." Watched the hands of students was raised. It was part of the statement of the students:

"had something to do with the sun"

"In any case, too much water"

" in any case, the lack of water "

" the trees are actually different, even though it looks the same "

" This is the season for some trees to shed leaves "

"there is poison in the soil"

"the trees of different ages"

"insects mamakani the tree"

4 . planning argued to solve the problem met (through experiments or other means)

After students After the students all his idea expressed Settle, them teachers encouraged ideologue thinking ideas that require investigation and explanation of ideas that are already in the form of a statement. He then asked each student to choose an explanation for them could be the answer. The teacher divides the students based on their choice in the "water group", "summer group", "groups of insects" and so on. While they are planning an investigation, the teacher went to each group of students and listen carefully to how they work out a plan. He then asked each group to explain their ideas to peers to get feedback improvements. This has enabled the teachers offer easy assistance to the students to think the process and consider them the questions of their own in a more effective and relevant.

5. Monitoring and data collection

For three weeks the students will have the opportunity to carry out their investigation. To gather groups students resources using various data on the characteristics of the trees, the cycle of life and the environment. For example, the group "age difference" their questions answered quickly by the person asking for the planting of trees in schools in relation to the recording and the planting of trees.

. 6 Analysis of data

The data in each group were analyzed. The data used to answer the first question. Such conduct further discussions with a group of friends, read a book, or search for items to the Internet to the various problems related. "Why can the water make a tree change and look different?"

7. Conclusions and discovery

The conclusion to the problems to be in agreement that have been proposed. In the above case, the conclusion that the cause of the differences in the three trees because katersediaan water.

Introduction to Character Education

Eureka Education . The government has a national policy for development of the national character year issued 2010-2025 that sehingg the character of citizens mempu to promote and develop, recognize the air in the Community, the Almighty God, just and civilized humane, spirited unity of Indonesia, democracy guided by the spirit of wisdom in consulting representatives and social justice for all people in Indonesia (government of the Republic of Indonesia, 2010: 4).

basically spirit Education code already in the national education law number 20 of 03 contained in the function Education is nationwide. Education character is an attempt to provide educational, character, moral values ​​and ethics of learners to form a civilized nation culture (Saliman, 2014), to form in the hope.

After Muslich (2011) is a character education and character, the aspects of the theory of knowledge (cognitive), feeling (feeling) and action (action) is involved. Thomas Lickona (Muslich 2011) said that without these three aspects, it's not effective is his character formation and its implementation should be systematically and sustainably conducted. With Education character, a child will be emotionally intelligent. Emotional intelligence is the most important determining children to meet in preparing the future. A person with emotional intelligence will be able to succeed in the face all kinds of challenges, including the challenge to be academically successful.

Character education in schools is a necessity to ensure that the next generation can be imparted with basic skills in not only for making lifelong learners (learners throughout life) are able to them to live as one of the main characters in the information age, which is global, but also good as a positive role to work situation, either as individuals, as family members, as citizens and citizens of the world (Zuchdi, et al., 2013) .In addition to character education is an element to help agents, the growth and development of the spirit and the personality of the child, vocational (Nurjaya, 2013).

Lickona (Nurjaya, 2013), character education is not only to teach what is right and what addition formation character inculcate the habit (habituation) over wrong, where the good things so that the learners to familiarize (cognitive) about what is right and wrong, feel able to good value (affective) and usually do (psychomotor). In other words, the formation of good character not only the aspect of should "knowledge of good (morally to know), but also" include comfortable or loving good (moral sense) and good behavior (moral behavior). Education Character emphasis on habit or custom is constantly practiced and performed.

The formation of character through education is compulsory. The character of a person can be established through planting of norms and values ​​through education in schools. because the moral values, customs and culture are universal truth. So that education should not only based on the mastery of the material (although this is important), but should be treated as a priority, is the character formation of the students to have a civilized way of life (Saliman, 2014).

efforts should be made, the character education can empower be done by; (A) the provisions on the integration of learning the characters in all subjects, (b) increasing the capacity of the school as a vehicle for character education through teacher training, (c) the provision of learning efforts related to resource strings students [1945016zuentwickelnderPreisandieBildungseinheit] and (d) in the development of a culture of character (the national policy of national character pembagunan 2010-2015).