constructivism philosophy assumes that human knowledge is
constructed through interaction with objects, phenomena and experience their
environment. Learning in the view of constructivism, namely: For
constructivism, learning is an active activity, where students construct their
own knowledge. Students seeking their own sense of what they learn. The
students themselves who are responsible for learning results. Their own
reasoning to what he learned, by looking for meaning, compared with what he
knew with experience and new situations. Learning is an active process of
constructing meaning students text, dialogue, physical experience, and others.
Learning is also a process of assimilating and connecting experience or
materials are studied with the understanding that has been owned by someone so
understanding developed. For the constructivist, learning is an organic process
to find something. Students must gain experience hypothesize and predict, manipulate
objects, ask questions, seek answers, imagine, investigate and discover, in an
effort to develop new constructs.
Matheus (Suparmo, 1997) distinguishes two major traditions
of constructivism, namely: The constructivist personally found the knowledge gained
through individual construction by the meaning of the reality faced and not via
the accumulation of information. The implication in the learning process is
that educators can not directly provide information, but the learning process
will only happen when learners face to face with reality or object. The
knowledge gained by the students on the basis of the cognitive structure of the
transformation process. Thus the task of educators in the learning process is
to provide knowledge in a concrete object, ask questions in accordance with the
experience of learners or give concrete life experiences (the values,
behaviors, attitudes, etc.) to be used as objects of meaning.
Personal constructivist sometimes
known as psychological constructivism, which considers that the establishment
is entirely the issue of individual knowledge. KP emphasized the importance of
the individual's role in the formation process of science. Sociological
constructivism emphasized that scientific knowledge is a social construction, not
individual construction (Berger and Luckmann, 1967). Science is the result of
social consensus. This group was more stressed environment, masarakat, and the
dynamics of the formation of science (Matthews, 1994). The sociological
constructivists tend to take on the functions and roles granted in the
formation of human knowledge. The sociological constructivists maintain that
scientific knowledge is socially shaped and justified. Atmosphere, the
environment, and the dynamics of the formation of knowledge is very important.
Waive their individual psychological mechanism in the construction of
knowledge. They emphasize the social environment that determine trust. In this
case someone needs to be involved in it if you want to develop their knowledge.
Doolittle and camp (1999)
Doolittle and camp (1999),suggests that constructivism can
be divided into three categories, namely: Constructivism cognitive, includes
two constructivist epistemology first, the knowledge is collected passively,
but are generated through the cognition of active individuals and cognition is
an adaptive process that serves to make the behavior individuals are more
appropriate in a given environment is given. Based on the results of research
and Camp Doolittle (1999) that the technical education and career, cognitive constructivism
is the most suitable to be a reference. From the standpoint of cognitive
constructivism, knowledge is the result of the internalization and
reconstruction of external reality (Doolittle and Camp, 1999). Results from
this internalisation process is structures and cognitive processes that
accurately related to the structures and processes that are in the real world.
The internalization process and reconstruction of external reality is learning,
ie learning is the process of building models and internal representations are
a reflection or a reflection of the external structures that exist in the real
world. Radical constructivism includes three convictions in constructivist
epistemology von Glasersfeld (Doolitte and Camp, 1999). Acceptance of the third
of this belief leads to the principles relating to the internal properties of
knowledge and ideas that external reality exists, but it is not known by the
individual because of one's experience to other forms of external reality
requires an intermediary for the senses, while the senses do not provide an
accurate representation forms the external reality. Radical Constructivism is
not a theory or theories of learning development but a model of knowledge that
can be used by the theorists of the development of learning to develop a
learning model (Steffe, 1996). Learning beracuan radical constructivism
focusing on individual students construct knowledge based on experience the
students themselves. Social constructivism differs from cognitive constructivism
and radical constructivism. Social constructivism receives the full fourth
constructivist epistemology (Dolitle and Camp, 1999). Social constructivism
believes that knowledge is the result of social interaction and language use,
so the experience resulting from the agreement through brainstorming in social
interaction, and not the experience that just generated individually.
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Behavioristik theory
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Konstruktivistiktheory
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curriculumis presented of the
parts to the whole, with emphasis on basic skills.
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The curriculum is presented from a
whole towards the goto-section, and get closer to concepts more broadly.
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Learning is very obedient to the
curriculum that have been set.
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Learning better appreciate the
appearance of the questions and the students' ideas.
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More banak curricular activities
rely on textbooks and workbooks.
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Curricular activities relying more
heavily on primary data sources and manipulation of materials.
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Students are seen as "empty
paper" that can streaked information by teachers, and teachers in
general use in a didactic way to convey information to students
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Students are seen as a thinker who
can bring about his theories.
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Assessment of learning outcomes or
knowledge of students is seen as part of learning, and is usually done at the
end of learning by testing.
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Measurement processes and student
learning outcomes established in the unity of the learning activities, the
teacher observes how things are being done the students, as well as through
work assignments
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Students usually work alone, without
any group in the process of learning.
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Students studying and working in
the group process.
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According to behavioristic theory of
learning is a change in behavior as a result of the experience. Learning is due
to the interaction between stimulus and response. A person is considered to
have learned something if he can show changes in behavior. This theory is more
emphasis on the results of the sealin Everything in nature has been structured,
organized, neat. Knowledge is already structured whereas constructivist
perspective have an understanding of learning more emphasis on process rather
than results. Learning outcomes as the goal considered important, but the
process involves learning ways and strategies are also considered important.
egala something temporary, changing and uncertain. We are the ones who give
meaning to reality
Implications of constructivist theory on learning of them:
1) Each teacher will have experienced
that a matter has been discussed with clearly-explained but there are still
some students who do not understand or do not understand the material being
taught at all. This shows that a teacher may teach a material to sisiwa well,
but the whole or part of the students do not learn at all. Strenuous efforts of
a teacher in teaching does not have to be followed with good results in the
students. Because, only with the sisiwa sedirilah yangkeras effort the students
will really understand the material being taught.
2) The task of every teacher in
facilitating their students, so that knowledge is built or constructed of
material that the students sendirisan not instilled by teachers. The sisiwa
must be actively assimilate and accommodate new experiences into cognitive
framework.
3) To teach well, teachers must
understand the mental models used by the students to get to know their world
and reasoning dikembangkandan made the sisiwa to support those models.
4) Students need to construct
understanding of their own for each concept of the material so that teachers in
teaching instead of "lecturing", explain or efforts similar to
transferring knowledge to students but to create a situation for students who
foster them make constructions mentally necessary.
5) The curriculum is designed so that
terjadisituasi that allows knowledge and skills can be constructed by the
learner.
6) Exercise solve the problem is often
done through a study group to analyze problems in everyday life.
7) Learners are expected to always
active and can find a way of learning that suits him. Teachers only as a
facilitator, mediator, and friends who make the situation conducive to the
construction of knowledge on self-learners.
The views Constructivism About Learning is as follows:
1) Constructivism considers that the
non-objective knowledge, temporary, ever-changing and uncertain.
2) Learning is a compilation of
knowledge of concrete experiences, collaborative activities and reflection and
interpretation.
3) Someone who learns will have a
different understanding of knowledge depends on experience and perspectives in
menginterprestasikannya.
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