Differences in the function theory of right brain and left brain has been popular since 1960.A researcher named Roger Sperry discovered that the human brain consists of 2 hemisfer (part), the right brain and left brain functions that have
different. Up this service, he got the Nobel prize in 1981. Instead
She also found that when the brain is working right then the left brain
tend to be quiet, so vice versa.
Right-brain function in terms of equality, illusion, creativity, shape or
space, emotions, music and color. Resource remember right diffuse brain (long term
memory). When brain damage occurs right on the disease such as stroke or
brain tumor, the brain function is disrupted the ability of visual and emotional
for example.
Left brain function in terms of diversity, numbers, sequence, writing, language,
calculation and logic. Remember the power of the brain left the short-term (short term
memory). If any damage to the brain so the left will be a disruption in
the function of speech, language and mathematics.
Although both have a different function, but each individual
have a tendency to use one of the dominant in
solve the problem of life and work. Each part of the brain
dominate in both activities but are involved in almost all process
thought.
For children, the ability of using the computer is becoming fundamental in nowadays, so learning to type is must for them. But most children get bored with any repetitious task and give up or whine and even want to stop, parents or teachers always feel nothing else bother them more than when children face the keyboard and have absolutely no idea where the keys are or how they go about typing. They just "play" with the keyboard. This is a waste of time for them and, worse, children get into the bad habit of typing with two fingers. So parents or teachers have to face how to solve this problem.
As parents and teachers know, whether children want to learn a thing or not largely depends on whether they are attracted by it. Based on this, the typing tutor must be easy-to-use, fun colorful and appealing to children. Once children love and develop interest in it, they will learn to type on their own initiative.
Generally, children naturally like to play games, because when playing games, they are always attracted by the colorful interface and pretty music in the games, and above all, they're able to learn something quickly under no pressure. Apparently, the problem for children having no interest in learning to type is solved, they can learn to type when playing games.
There are many advantages of using typing games for typing: First, Games are a welcome break from the usual routine of the typing practice, thus help children learn typing more easily. Second, Typing requires a great deal of effort. Games help children to make and sustain the effort of learning. Third, Games are highly motivating since they are amusing and at the same time challenging.
There are lots of interesting typing games which also help to make typing fun. GS Typing Tutor is just one. The aim of this program is to make typing fun whilst increasing accuracy and speed. The feature-rich typing software supports 5 typing games: Rats in the garden, attacks of the alien, help, balloon, and card. The typing games each include 23 basic typing lessons. Taking the basic lessons, children can learn to type from the home row keys to other basic keys. The basic exercises also help them to be familiar with the keyboard layout step-by-step.
Each game is easy-to-use, fun colorful and appealing to children:
1: Rats in the garden Children mission is to eliminate the rats in the garden. Then they should type the letter before the rats escape. If children type the wrong letter or type slowly, the rats will escape under their nose. So they have to type correctly and fast in case the rats escape. The game is fun!
2: Attacks of the alien Children mission is to stop the alien fleets to attack the earth. So they must type letters before the alien fleets through the galaxy into the earth. By playing the game, children type the letters, and can be familiar with the keys. With children accelerating the typing speed, the alien fleets fly rapidly, so they have to type quickly in case the earth is attacked by the alien fleets.
3: Help! A bad man has held a boy under duress. So children must help the soldier to rescue the boy by typing the letter. If their typing speed is slow, the boy's life is under danger. Once children succeed to rescue the boy, the boy will laugh loudly for thanking.
4: Balloon Falling Letters are ruining the balloons. Save the balloons by typing the letters before the balloons land on the ground. Lots of fun! The more children type the more score they get.
5: Card The letters are arranged random based on the keys children choose. Type the letters on the card. This will help them to know well the basic keys.
Is a theory that explains the behavior that is entirely the result of learning activities.
Figures of the thinking and theory
a) Thomdike Edward Lee (1874-1949)
According Thomdike, learning events are terbentuknya associations between events, called the response to the stimulus.
He experiment with a cat that be in a closed cage with a small door that automatically opens that can be touched. If placed outside the cage and cat food will be tried out with the experiment-experiment (trial) and failure-failure (error) first and then work out as is done repeatedly. So that the most basic form of learning is the "Trial and Error Learning" or "Selecting and Connecting Learning." Often called the theory of learning theory koneksionisme or association.
b) Iván Petrovich Pavlov (1849-1936)
Classic Conditioning (pengkondisian or requirements kaasik) is a process where the original stimulus and neutral stimulus paired with the conditional repeated so bring the desired reaction.
He experiment with how the operation on a dog collar so that visible water liurnya gland. If something is food, it will spit out the dog. Now before the food is, first shown red rays (artificial stimulus). Liurnya water itself will be out, and when done repeatedly and on a show only when the red rays are without food akan show liurnya water. This is called conditional Reflek (Conditional response).
Becterev students use the principles of Pavlov on the human in daily life. The songs sound like the seller or the Walls ice-cream bell sound dikelas. Unwitting mark something going process.
c) Burrhus Frederic Skinner (1904-1990)
Approach known as direct instruction model (directed instruction) and menyakini that behavior is controlled through the process of Operant Conditioning pengkondisian or operant (ie a process of behavior carry a positive or negative reinforcement can lead to behavior that can be repeated again, or disappear as you wish. Examples of carry - the reinforcement when the child gets a small smile chewing by adults who gemas view. But children tend to repeat the deeds that do not accidentally or without specific purpose. is smiling and chewing behavior carry brace is positive.
d) Robert Gagne (1916-2002)
Gagne called the modern neobehaviorits, encourage teachers to plan intruksional learning style and atmosphere so that learning can be modified and the teacher must know the basic capabilities that must be prepared. The biggest contribution intruksional Gagne's theory is "9 Conditions Intruksional", namely:
Gaining the attention attention =
Learning objective of Intorn = inform students on the objectives to be achieved.
Stimulate recall of prerequisite learning stimulation = Basic preparation for student learning.
Present new material = new serving mareri
Provide guidance to provide guiding =
Elicit performance action = create
Provide feedback about correctness = ready to give feedback directly to the good results.
Assess performance = rate of the study indicated.
Enhance Retention and recall = increase the memory storage process and remember.
e) Albert Bandura (1925 -)
Bandura theory explains human behavior in the context timbale interaction between the back of sustained cognitive, behavioral and environmental influences and the basis of behavior modeling which is used in a variety of mass education. For example in the ad televise.
Application of learning theory Behavioristik students
Teachers prepare lesson materials in the form that has been prepared so that the goal of learning a student must be submitted in full by the teacher
Many teachers do not give lectures, but the instructions are followed by brief examples of both themselves and the simulation is done
Lesson materials prepared in the hierarchy from the simple to the complex
Learning-oriented results that can be measured and observed
Errors must be corrected immediately
Repetition and practice are used so that the desired behavior can become a habit
Evaulasi or assessment based on behavior that appears.
Advantages and Disadvantages Learning Theory Behavioristik
Disadvantages:
Student learning based on the teacher (teacher Centered learning), are meanistik, and only focused on the results observed and measured
Students only listen to the orderly explanation teachers and memorize what is heard and seen as an effective way to learn
The use of punishment as a way for students mendisiplinkan both verbal and physical punishment could result in bad for students.
Advantages:
Very suitable to obtain the capability that requires practice and pembiasaan unsure-containing elements such as speed, spontaneity, kelenturan, reflex, and endurance.
Example: Percaapan Foreign languages, dancing, typing, sports, etc..
Diterapkakn suitable to train the children who still need the role of adult dominance, love, and must repeat the dibiasakan, imitative and happy with the forms of appreciation are given directly as a gift or a compliment.
Can be controlled through how to change the natural stimulus with the right stimulus to get the desired response, repetition, while the individual does not realize that it is controlled by a stimulus coming from outside himself.
Learning humanistic theory
The Theory
Humanistic is to the problem how each individual and is influenced and led by private purposes that they connect to the experiences of their own.
Learning Theory framework to think
According to the purpose of studying this theory is treat human behavior means each person determined by the people themselves and to understand the human environment and the educators themselves sendiri.Menurut flow this I forming materials and lessons must be served in accordance with students' feelings and concerns. Experts humanistic view of two parts, namely the learning process: the process pemerolehan new information and personalissi information on this individual.
Figure-Tokohnya
Comb Arthur (1921-1999)
Meaning is the basic concept that is used or is used. Learning occurs when students have a sense for the students themselves, teachers can not force the material on siswa.Guru must understand the behavior of students with understanding the perception of students if you want to change the behavior of students. Comb the bad behavior is the mauan students to do something that does not itself cause for satisfaction.
Maslow
This theory is based on the assumption that in humans there are two things that is a positive effort to develop and strength to oppose or reject the development. In the men themselves have various feelings of fear, but people also have feelings for pushing forward the kea rah unikan to themselves, towards all the functions of the ability can be developed. Maslow divides human needs into a hierarchy of seven each hierarchy has a role in the level of which must be dipanuhi of the most basic.
Carl Rogers
Roger distinguish two types of learning are: cognitive (kebermaknaan), experiental (penaglaman or significant), namely the teachers' academic pengetahauan in pengatahuan terpakai.experiental Learning appoints apda needs and desires of students.
Principles of humanistic study:
A. Humans have a natural learning
B. B elajar significant mqateri plajaran occurred when students felt mempuyai particular relevance to the purpose
C. Study concerning changes in the persep [si on himself
D. Learning tasks that threaten the self is more easily dirasarkan if the threat is small
E. Bancaman when there is low pangalaman students in obtaining caar
F. Diperolaeh meaningful learning if students do
G. Lancer learning if students involved in the learning process
H. Study involving students seutuhnya can deliver the depth
I. Belief in the self ditumbuhkan students to familiarize with the introspective
J. Social learning is learning about the learning process.
Application Theory
Applications in theory this is more to the ruh or spirit in the process of learning the coloring methods diterapkan.Peran teachers only as fasilitatorbagi Siwa and with the motivation, awareness for students, guiding and facilitating students' role as a Student of the main memaknai process pambelajaran nya.Tujuan learning more preferably at prosenya not hasilnya.Proses on learning in general, the study is to formulate a clear goal, mengusahaan the participation of students, encourage student initiative to critical sensitive, express opinions, and receive a teacher trying to give students the opportunity and the evaluation On the theory of learning is more emphasis on the process of the learning outcomes students must sehigga active.
Advantages and Disadvantages
This theory is suitable to apply in the material of the formation of personality, conscience, change attitudes and analysis of social phenomena. Indicators of success of this theory, students are happy, enthusiastic, initiative in learning, and paradigm change going students, attitudes and behavior on their own volition. The characteristics of good teachers and less according to humanistic
Teachers according to this theory is: Teachers who have a sense of humor, fair, interesting, more democratic, able to relate easily with students and wajar.Ruang kelads more open and able to adjust to the changes. While teachers are not effective teachers who have a low sense of humor, it's easy not to be patient, like the traumatic feelings siswaa with komentsr ysng tortious, act somewhat authoritarian, and less sensitive to changes that have.
SOURCE MATERIALS
Ahmadi, Abu Supriyono.2004.Psikologi Widodo and Learning. Rineka Cipta.Jakarta
Dakir.1993. Basics Psychology. Pelajar.Yogyakarta libraries.
Sukmadinata, Nana Syaodi.2004. Platform Process Psychology Education. Rosdakarya. Bandung.
Sugiharto dkk .2006 Educational Psychology. FIP UNY.
Suyantinah. 2000. Educational Psychology. FIP UNY.
Purwanti endang, Nur widodo.2005.Perkembangan Participants Didik.Malang: Muhamadiyah University Malang
Education now are required to constantly make innovations in learning, in the different aspect, from the vision, mission, goals, programs, services, methods, technologies, processes, and evaluation. For a faculty selection model of learning should be done carefully, so that option is appropriate or relevant to the various aspects of the other, efficient and interesting. Furthermore, many experts stating that the subject of any material which is accompanied with the model without learning the right lessons learned will not bring the maximum results. Elaboration strategies learners are learning strategies that add additional ideas based on what you already know someone before (Ormrod, 2006). Elaboration is in order to associate the items can be remembered with something else, such as phrases, scenes, scenic, places, or stories (Papalia, 2004). Srategi learn effectively used this idea when it is added in accordance with penyimpulan. Study the implications of this strategy is to encourage students to dive into the information itself, for example, to draw conclusions and speculate about the implications that may
The elaboration of learning
Elaboration of learning is learning that add additional ideas based on what you already know someone before (Ormrod, 2006). Elaboration is in order to associate the items can be remembered with something else, such as phrases, scenes, scenic, places, or stories (Papalia, 2004). Learning is effective when ideas are used in accordance with the added penyimpulan. Study the implications of this strategy is to encourage students to dive into the information itself, for example, to draw conclusions and speculate about the possible implications. Children use prior knowledge is so new ideas can be expanded, thus can store more information than is actually presented. Elaboration clearly help students learn and remember the material in class more effectively than if not. Children start mengelaborasi experience since the beginning of the preschool period (Fivush, Haden, & Adam, 1995 in Ormrod, 2006). Examples of the use of elaboration is when a child aged 11 years considering the musical staff lines (E, G, B, D, F) with the way they associate with the phrase "Every Good Boy Does Fine."
Elaboration of the theory of exclusive talk about the macro level that describes the method relating to the relationship some ideas, such as how to weave these ideas. On this page will be three kinds of methods of learning: organizational, delivery, and management. Elaboration theory does not relate to the strategic delivery and management, although it is a variable that needed to be combined into several theories and models of learning. If you want to use the optimal and comprehensive development for learning and planning.
Theory elaboration only related to the organizational strategy on the macro level. Started teaching this theory to provide explanations of a general, simple, basic but not abstract. This theory also describes the use of a series of prerequisit from the simple to the more compleks series, and review conclusions and systematic way.
Important part of dealing with the subject material is prerequisit learning. The concept of learning prerequisit include the fact that knowledge must be obtained before the other. A set of learning called learning prerequisit Hierarchy.
B. THEORY elaboration
Elaboration of the theory presented Reigeluth and Stein (1983) using seven-component strategy, namely: 1) sequence elaboratif for the main structure of teaching, 2) learning prerequisite sequence (in each subject studies), 3) summarizer (summary). 4) syintherizer, (Sintesa) 5) analogy, 6) Cognitive strategy activator (pengaktif cognitive strategies), 7) control study.
As disclosed Degeng (1989), the developer-developer of the theory after Gagne, as Rugeluth, Merrill, and Bunderson introduce other characteristics of the structure of subjects based on the relationships that have antarbagian content subjects. In general, the structure of the course structure can be described on the conceptual, procedural structure. teoritik structure.
Conceptual structure is a structure that shows the relationship higher / lower among concepts. Structure of a concepts course to achieve competency conceptual orientation. Three important types of conceptual structure is the Taksonomi, Taksonomi type, or matrik table. Based on the description above, the subjects classified Literary Theory course bertipe conceptual Taksonomi bagaian. Taksonomi is the conceptual structure that indicates that the concepts are part of a more general concept.
Learning is defined as a prerequisite structure that shows the concepts that must be learned before the other concepts can be learned. Therefore, it shows the relationship prerequisite for a concept study. Summary of the review is back (review) of the material that has learned to maintain Retention. Function to provide a brief statement about the materials that have been learned and examples of reference that is easy to remember for each concept. Summaries provided at the end of a lecture, and only summarize the material be referred to a new internal (internal summarizer), while the sum of all the materials several times a lecture called external (within set summarizer).
Pensintesis (synthesizer) is a theoretical elaboration of the components serves to show links between concepts. Pensintesis important because it will provide some knowledge about keterkaiatan antarkonsep, facilitate understanding, enhance kebermaknaan the context indicates a concept, to give effect motivasional, and to increase Retention (Degeng, 1989).
Analogy is an important component in understanding the ease of learning as a way to compare the new knowledge with the knowledge that students are well known (Reigeluth and Stein, 1983b). Pemakaiannya more effective when delivered early in the learning process (Degeng, 1989).
Pengaktif strategy is a cognitive learning skills that students needed to manage internal processes while he was learning, remembering, and thinking that consist of two ways: through the design of teaching and told students to use it. Use pictures, diagrams., Mnemonik, analogy, and parafrase, and questions can work to meet this purpose.
According to Merrill (in Degeng, 1989) conception control study based on the freedom of students in their choice of contents and pengurutan subjects who learned (content control), the components of teaching strategies used (display control), and cognitive strategies to use (Conscious cognition control). Various components on the elaboration theory, such as sum, pensitesis, analogy, provide the opportunity for students to learn to control.
Learning that is designed based on the elaboration theory run with seven principles, namely: 1) to present the subject in the framework of phase or the first meeting; 2) parts which are covered into the framework of the content should be gradually dielaborasi; 3) The most important should be the first time dielaborasi; 4) The depth and broadness elaboration should be optimal; 5) Pensintesis should be given after each perform elaboration, 6) Type pensintesis should be tailored to the type of content subjects; 7) Summary should be given before each time you serve pensintesis (Degeng, 1989).
Merril (1983) propose four forms of presentation, ie presentation primary, secondary presentation, view the presentation, display and presentation procedure. The forms of presentation are reviewed based on the primary spesifitas (specificity) and the material dimensions of students' expectations of responsiveness: jeneralitas presentation, for example, ekspositif and inkuisitif It is said further, that the four primary types of presentation can be dielaborasi with a number of secondary presentation.
The types of secondary presentations are: elaboration prerequisite, additional information about the concepts of components that make up jeneralitas; contextual elaboration, additional information such as background or historical context. Elaboration mnemonik, bantu memory tool to help students remember. According to Meier (2002), among acronym, akrostik sanjak, physical movement; matemagenik elaboration, the tool carrier's attention, such as arrows, color, bold, graphic; elaboration representation, or an alternative presentation, which is a form of representation with a / way, and Feedback or knowledge about the results achieved.
C. STRATEGY components
Theory elaboration presents seven strategic components:
1. Order elaboratif structure for the main teaching
2. Preskripsi for pengurutan variation in individual teaching a curriculum (including the prerequisite sequence learning).
3. Creating summary
4. Make Sintesa
5. Making the analogy
6. ktivator strategy kognitive
7. Format control students.
1.Rangkaian elaborative
Elaborative series is typical of a series of simple to complex. Elaborative series from simple to more complex series yng where,
The general idea is depicted not only summarize the idea that there is
Representation (epitomize) be based on a single type of material.
Epitomizig vs. Summarizing
Representation (epitomize) and summarize divided in two important things;
1.Menyajikan the idea that small classes have been learned
2.Menyajikannya the concrete, penuharti, at the application level.
While summarize penyajiannya consider matters more knowledgeable, but more superficial, abstract, considering the levels.
Single type of material
With attention to a single type of material, epitomizing the process is done with one of the three types of materials: concepts, procedures, principles. The concept is a set of objects, events, symbols that have a certain character. Knowing the concept of meaning can identify, recognize, classify, describe things. Procedure is the set of actions that affect the sesuaatu which is dicapai.Prinsip recognize changes in the relationship between things and changes in the other. This is also called a hypothesis, proposition, rule, law depends on the amount of evidence is correct. Three types of materials were selected the most important for achieving common goals in the classroom. For further elaboration have a series of characterization: conceptual organization, organizational procedures, epitomizing the theory organisasi.Esensi process requires:
- Select one type of material as the material organizations (the concept, principles, procedures)
- Select one type of material as the material organizations (the concept, principles, procedures)
- Create a list of materials on the organization that has been learned in the classroom.
- Select a few materials the organization a more basic, simple, and fundamental.
- Presents ideas on the application level
Theory elaboration elaboration propose three different ways based on the three types of materials.
2. Order prerequisite learning
Rangkain learning prerequisit learning based on the structure, or the Hierarchy of learning. Structure is the structure of the study show that the facts or ideas that should be before getting a new idea. This indicates that there is a prerequisit the idea. Learning prerequisit can be considered as a critical component in the suati issues / ideas. Components critical to the principles are:
Concept
Changes in the relationship
Critical component in the concept are:
1.mengenal attributes
2. relationship between them.
While the component is a critical step in the procedure used in cases of:
1.deskripsi more details on the action
2. concepts related to the action.
3. Creating summary
In the learning process is very important to review the sistimatik what has been learned. Summarize the components is a strategy that provides:
- A short statement on each issue / idea and the fact that you have learned
- Example of reference for any issues / ideas
- Some diagnose, test for self-practice for each problem / idea.
There are two types of summaries in theory elaboration:
Summary from within, which comes on the end of each lesson, and only a summary of ideas and facts that have been learned. Collection of summaries, summaries of all the facts and ideas that have been learned throughout the lessons in the collection of material that students learned. A set of lessons are some lessons, plus lessons dielaborasi, plus other subjects that also dielaborasi.
4. Sintesa.
Very important in learning and incorporate the material / ideas that have been learned, such as:
- Giving different values to the knowledge of students.
- Provide facilities-depth understanding of the individual through comparison and differences.
- Add an effect on motivation and keberartian new knowledge.
- Increasing the memory by adding the creation of new and related knowledge among students with new knowledge relevant to the previous knowledge.
In theory elaboration, Sintesa strategy is to connect and combine the set of concepts, collection procedures, collection of principles.
5. Analogy
Analogy is an important component in the strategy of learning as this will make it easier to understand the issues / ideas with them with new problems / ideas which are well known. Analagi describes the similarity between the problems / with the new ideas which are well known beyond the material taught. Analogy to help when there is a problem / idea that is difficult to understand, connect with the material that is difficult and we know not to knowledge but who are well known beyond the material taught.
6. Activator cognitive strategies
Learning will be more effective to broaden the students' needs or does not realize that using the conscious cognitive strategies that are relevant, because the process of how the student input is a series of processes that are important in learning. Cognitive strategies are sometimes called general competence which covers workmanship and skill to learn to think that can be used extensively on the material, such as mengkreasikan mental image and recognize the analogy. And cognitive strategies can be activated during bepbelajaran. Two meanings in the settlement has been described Rigney (1978) as follows:
- First, learning can be designed in any way to encourage students to use specific cognitive strategies, often unconsciously, in reality, students use this strategy ini.Strategi include learning to use pictures, diagrams, mnemonic, analogy, and equipment that encourage students to interact with the material certain.
- The form of the second strategy is aktivator which directly employ cognitive strategies that have been obtained previously.
7. Student control.
Students are given freedom in the selection and sort:
1. The material has been learned
2. Rank will be
3. Component of learning strategies that are used and the sequence
4. Specific cognitive strategies that students take when dealing with the learning process.
Elaboration of learning is learning that add additional ideas based on what you already know someone before. Learning is effective when ideas are used in accordance with the added penyimpulan. Study the implications of this strategy is to encourage students to dive into the information itself, for example, to draw conclusions and speculate about the implications of theory elaboration that may only relate to the organizational strategy on the macro level. Started teaching this theory to provide explanations of a general, simple, basic but not abstract. This theory also describes the use of a series of prerequisit from the simple to the more compleks series, and review conclusions and systematic way.
In the context of education, the term facilitator more applied for the purposes of adult education (andragogi), especially in non-formal environmental education. However, in line with changes in the meaning of teaching a more emphasis on student activity, later in this term facilitator was adopted starting in the formal environmental education in schools, namely regarding the role of teachers at the time of conducting the interaction study. Senjaya Vienna (2008) mentioned that as a facilitator, a role the teacher provides services to facilitate students in learning activities.
The role of the teacher as a facilitator to bring the consequences of changes in the pattern the teacher-student relationship, that is more "top-down" to the partnership. In a "top-down", teachers are often positioned as "supervisors" who tended to be authoritarian, full command, instruction style bureaucrats, even diviner, as that by YB Mangunwijaya (Sindhunata, 2001). Meanwhile, the students positioned more as a "subordinate" to be always docile to follow instructions and all the things desired by the teacher.
Different pattern of relationships with "top-down", a partnership relationship between teachers with students, teachers act as assistants to learn the students with the learning of democratic atmosphere and fun. Therefore, so that teachers can perform the role as the facilitator should meet the teacher can learn the principles of education developed in partnership, that students will learn well if:
1. Students can take a full part in every learning activity
2. What is learned useful and practical (usable).
3. Students have the opportunity to fully utilize the knowledge and skills in enough time.
4. Learning and can be adjusted to consider the experience and resources previously thought students.
5. Terbina mutual understanding, both between students and teachers with students with students
In addition, teachers should pay attention to the characteristics of students who will determine the success of student learning, including:
1. Each student has the potential to learn and experience the different.
2. Each student has a tendency to define themselves kehidupannnya.
3. Students give more attention to the things interesting to him and become kebutuhannnya.
4. If the requested rate capability themselves, will generally tend to rate lower than actual ability.
5. Students more like things that are concrete and practical.
6. Students prefer to receive advice from diceramahi.
7. Students preferred the reward (reward) of the sentence (punishment).
In addition to fulfilling the principles of learning and attention to individual characteristics, the teacher can also observe the principle-the principle of learning as follows:
1. Partnership, students are not considered as a subordinate but treated as a partner working
2. Real experience, learning materials tailored to the experiences and situations in real life day-to-day students.
3. Togetherness, implemented through group learning and collaborative.
4. Participation, each student involved in the decision making process so that they feel responsible for the implementation of the decision, while also responsible for any implementation of learning activities.
5. Keswadayaan, encourage the growth of self-reliance (self supporting) are optimal for any study of the implementation activities.
6. Benefits, learning materials tailored to the needs and can provide benefits to solve the problems faced by students at the time like now is akan datang.
7. Locality, learning materials packed in the most appropriate form of the potential and problems in the region (environmental) certain (locally specific), which may be different from one place to another place.
On the other hand, Senjaya Vienna (2008) revealed that the teachers in order to be able to optimize their role as facilitators, the teachers need to understand the issues related to the utilization of various media and sources of learning. From this expression, it is clear that to establish himself as a facilitator, the teacher is absolutely necessary to provide learning resources and media that are suitable and varied in each learning activity, and does not make himself as the only source of learning for its students.
Associated with attitudes and behaviors of teachers as facilitators, below are a few things to note for the teacher can be a facilitator of success:
1. Listen to and does not dominate. Because students are the main actors in the learning, the teacher as facilitator must provide opportunities so that students can be active. The efforts of the role of facilitator to the students can do little by little.
2. Be patient. Main aspects of the learning is done by the students themselves. If teachers see the patient less less smoothly ago took over the process, then this is the same as the teacher has students learn to seize the opportunity.
3. Respect and humility. Teachers appreciate the attempt to show interest in students with a genuine knowledge and experience on their
4. Want to learn. A teacher will not be able to work with students when he does not want to understand or learn about them.
5. Be equal. Teachers need to develop attitudes kesederajatan to be received as a friend or partner of the students by
6. Be friendly and melt. Relationships with students should be familiar in the atmosphere, relax, be from the heart to heart (interpersonal realtionship), so that students do not feel stiff and feel in touch with teachers.
7. No attempt menceramahi. Students have the experience, the establishment, and confidence apart. Therefore, teachers do not need to show themselves as people who all know each other but try to many experiences with the students, so that a rich understanding of both.
8. Authoritative. Although the learning process must take place in a familiar and relaxed, a facilitator should still be able to show seriousness in working with students, so students will still be menghargainya.
9. Impartial and not criticize. In the middle group of students often occurs in disagreement. In this case, the teacher tried to be neutral and try to facilitate communication between parties of different opinions, to seek agreement and way out. 10. Be open. Normally students will be more open if the trust has grown to the teachers concerned. Therefore, teachers should not also be reluctant to declare less to know when things feel, so that students understand that all people are always still need to learn
11. Be positive. Teacher invites students to mamahami the show itself with the potential there, not vice versa about the malignancy-keburukannya. Keep in mind, the biggest potential of each student is the will of human beings to change their own circumstances.
