Learning Models Study Resources

CHAPTER I INTRODUCTION A. Background In educational practice, an educator in the classroom will always be faced with students who are homogeneous and have diverse needs. This requires educators to be able to adapt and make the learning atmosphere comfortable for all. In the education process, there are many ways of delivering material to students. None other than this is done in order to trigger the potential of students to emerge. However, the right technique is needed in delivering material to learners, especially in inclusive education. This paper will discuss learning models, including Scientific Learning, Collaborative Learning and Cooperative Learning and their application in inclusive education. B. Problem Formulation 1. What is a learning model? 2. What is the Scientific Learning Model? 3. What is Collaborative Learning Model? 4. What is the Cooperative Learning Model? 5. How is the learning model implemented in inclusive education? C. Objectives and Benefits 1. Do you know the learning model? 2. Do you know the Scientific Learning Model? 3. Do you know the Collaborative Learning Model? 4. Do you know the Cooperative Learning Model? 5. Do you know the application of learning models in inclusive education? 1 CHAPTER II CONTENTS A. Definition of Learning Models 1. According to Experts According to Dahlan, a learning model is a plan or pattern used in developing a curriculum, organizing teaching materials and instructing classroom teachers in a teaching setting or other setting. Each teaching model chosen should express a variety of realities that are appropriate to the classroom situation and a variety of worldviews, resulting from the cooperation of teachers and students. According to Amin Suyitno, it is "a pattern or certain learning steps applied by the teacher so that the objectives or competencies of the expected learning outcomes can be quickly achieved more effectively and efficiently". According to Syafaruddin, Irwan Nasution is "a description of the learning environment that moves from planning curricula, subjects, parts of lessons to designing course materials, workbooks, programs, and competency aids for learning programs". (Zakky, 2020) So it can be concluded, learning models are tools that facilitate students in carrying out learning. With the learning model can help students obtain information, ideas, skills, values, ways of thinking and understanding that they express. 2. In General The definition of a learning model in general is a systematic presentation method or technique used by the teacher in organizing the learning process experience in order to achieve the objectives of a learning. 2 3 A shorter definition of a learning model is an approach used in learning activities. The learning model can also be interpreted as the entire series of material presentations which include all aspects before, during and after learning by the teacher as well as all related facilities that are used directly or indirectly in the teaching and learning process (Zakky, 2020). B. Scientific Learning Model 1) Definition of Scientific Learning Model Learning that uses a scientific approach means that learning is done scientifically. In the process, a model is used as a learning tool or technique. So that the approach and model are interrelated. According to Hosnan (2014) the scientific approach "is a learning process designed so that students actively construct concepts, laws, or principles through observing activities, formulating problems, proposing / formulating hypotheses, collecting data with various techniques, analyzing data, drawing conclusions, and communicating". The scientific approach according to Rusman (2015) "is a learning approach that provides extensive opportunities for students to explore and elaborate on the material being studied, in addition to providing opportunities for students to actualize their abilities through learning activities designed by the teacher". According to Kuhlthau, Maniotes, and Caspari (2007) "The scientific learning model is a learning model in which in practice students are required to carry out a series of activities like the steps of applying the scientific method". (in Pratiwi, 2018, p.28) From these definitions, it can be concluded that the scientific learning model is a tool, technique, or method used in learning where students are directed to explore and elaborate by practically applying the steps of the scientific method. 2) Advantages of Scientific Learning Model 4 According to Machin (2014, p. 28) the limitations of the scientific learning model include; a. Improve intellectual abilities, especially higher-order thinking skills, b. To shape students' ability to solve a problem systematically, c. Creating learning conditions where students feel that learning is a necessity, d. Achieving high learning outcomes, e. To train students in communicating ideas, especially in writing scientific articles, and f. To develop student character. 3) Limitations of the Scientific Learning Model According to Haryatim Hasjmy, & Marzuki (2011) (in Afriani, 2017, p. 19) the limitations of the scientific learning model include; a. Requires a considerable amount of time b. Requires more thorough lesson planning c. More suitable for science learning materials 4) Characteristics of Scientific Learning Model Majid (2014) (in Pratiwi, 2018, pp. 29-30) suggests the characteristics of the scientific learning model, among others; a. Factual, meaning that learning is always carried out on factual problems that occur around students so that students are accustomed to finding facts that can be accounted for. b. Objective, meaning that learning is always carried out on certain objects, students are accustomed to giving objective assessments of these objects. c. Systematic, meaning that learning is carried out on systematic learning stages and these learning stages serve as a guide for learning implementation. d. Methodical, meaning that it is carried out based on certain scientific learning methods that have been tested for effectiveness. 5 e. Careful and precise, meaning that learning is carried out to foster the accuracy and precision of students in studying a particular phenomenon or learning object. f. Logical means that learning always promotes things that make sense. g. Actual, that is, learning always involves the context of children's lives as a source of meaningful learning. h. Disinterested, meaning that learning should be done impartially but truly based on the learners' actual learning achievements. i. Unsupported opinion, meaning that learning is not done to foster opinions or opinions that are not accompanied by real evidence. j. Verification, meaning that the learning outcomes obtained by students can be verified in the sense that they are confirmed, revised, and repeated in the same or different ways. 5) Implementation of Scientific Learning Model In the scientific learning process, implementation includes exploring information through observing, questioning, experimenting, then processing data or information, presenting data or information, followed by analyzing, associating/reasoning, then concluding, and creating and networking. C. Collaborative Learning Model 1) Definition of Collaborative Learning Model According to Elizabert E. Barkley in his book Collaborative Learning Techniques, collaborating means working together with others. Collaborative learning practice means working in pairs or small groups to achieve shared learning goals. Collaborative learning means learning through group work, not learning in solitude (in Inah et al, 2017, pn 21). According to Kemp (in Inah et al, 2017, pn 21) Collaborative Learning includes social skills and learning skills that combine 3 concepts, namely individual accountability, group benefits, and equal achievement of success. The definition of Collaborative Learning is also proposed by Briton. Briton argues that Collaborative Learning is learning where 6 participants talk to each other to exchange ideas, through these talks there is a discussion where participants in the group explore each other, get explanations, share interpretations, get insights and different opinions, and if there is something unclear, it can be directly asked. The application of the Collaborative Learning method is done through the formation of groups (in Handayani, 2011, pn 67). From the definition of collaborative learning above, we can conclude that collaborative learning is learning done in groups of two or more people, where each member works together and plays an active role in achieving a common goal. Collaborative learning aims to develop learners' ability to work together, communicate, and the ability to express their opinions so that it will create learner-centered learning. 2) Advantages of Collaborative Learning Model There are several advantages that can be obtained through collaborative learning. The advantages of collaborative learning according to Hill & Hill (1993) relate to: 1) higher learning achievement; 2) deeper understanding; 3) more fun learning; 4) developing leadership skills; 5) increasing positive attitudes; 6) increasing self-esteem; 7) learning inclusively; 8) feeling of belonging; and 9) developing future skills (in Suryani, 2010). The other advantages (in Inah et al, 2017, pn 22) are: a. Students learn to deliberate b. Students learn to respect other people's opinions c. Can develop critical and rational thinking d. Can foster a sense of cooperation e. The existence of healthy competition From some of the sources above, it can be concluded that the collaborative learning model has several advantages, which can be felt by students. With collaborative learning, students dare to express their opinions related to existing problems. He will not be ashamed to argue because everyone can argue, not discriminating. In addition, learners are 7 trained to deliberate and appreciate and accept their friends' opinions. Thus, collaborative learning will create a warm learning environment and healthy competition among students. 3) Limitations of Collaborative Learning Model Collaborative learning is seen as a learning model that can develop students' ability to think and interact with others. However, the collaborative learning model also has some limitations or shortcomings in its application. According to Cruickshank, Jenkins, & Metcalf (2006) (in Suryani, 2010) there are several conditions that must be considered in the application of this learning model, including; a. In the application of this learning model, members are not allowed to give a simple or instant answer but must explain how they obtained the answer. b. Each member must have the responsibility to actively participate in the group. c. Members must be focused on the task as this level of focus affects the outcome. d. Every member who experiences difficulties should communicate with other members because the difficulties experienced are common obstacles in completing the assigned tasks. e. According to Biemiller (1993), learning arrangements that encourage learners to provide help to others and others to accept it allow for increased interdependence. If this condition does not occur, that is, there is no interdependence, group work will not be realized and the results will no longer be productive. The disadvantages of applying collaborative learning models are: 1) it requires good supervision from the teacher, 2) there is a tendency to copy each other's work, 3) it takes quite a long time, and 4) it is difficult to find friends who can work together (in Inah et al, 2017, pn 22). In addition, the application of this learning model also takes a long time 8 because it must provide opportunities for each learner to express their opinions and it is difficult to find opinions that can be accepted by all. 4) Principles of Collaborative Learning Model Important principles that need to be considered in collaborative learning (in Suryani, 2010) are as follows. a. Each member cooperates to achieve a common goal and is interdependent; b. Individuals are responsible for their own learning and behavior; c. Cooperative skills are taught, practiced and feedback is given on how the skills should be practiced; and d. The class or group is encouraged towards the implementation of a cohesive group work activity. The principles mentioned above are applied based on the existence of mutual relationships with each other. Hill & Hill (1993) suggested two very important elements in various cooperative activities, namely (1) commonality of purpose and (2) positive interdependence (in Suryani, 2010). Johnsons (1974) (in Suryani, 2010) argues that there are five basic elements for collaborative learning to occur in a group, namely: 1. Positive interdependence. In this learning, each student should feel that he/she is positively dependent on and bonded with his/her fellow group members with the responsibility of: (1) mastering the learning material; and (2) ensuring that all members of their group also master it. They feel that they will not be successful if other students are not successful. 2. Direct interaction between students. The best learning results can be obtained with verbal communication between students supported by positive interdependence. Students must face each other and help each other in achieving learning goals. 3. Individual accountability. In order for a group of students to contribute, support and help each other, each student is required to 9 master the material that is used as the subject matter. Thus each group member is responsible for learning the subject matter and is also responsible for the learning outcomes of the group. 4. Collaboration skills. Students' social skills are very important in learning. Students are required to have collaboration skills, so that in groups dynamic interactions are created to learn and teach each other as part of the collaborative learning process. 5. Group process effectiveness. Students process the effectiveness of their study group by explaining which actions contribute to learning and which do not and making decisions about which actions can be continued or need to be changed. 5) Implementation of Collaborative Learning Model In implementing collaborative learning, according to Driver and Leach (1993) and Connor (1990), Waras (1997), a classroom environment with a constructivist perspective must be created, including the following: a. Students are not seen as passive, but active to their own learning - they bring their conceptions to the learning situation; b. Learning prioritizes the active process of students constructing meaning, often through interpersonal negotiation; c. Knowledge is not "out there", but personally and socially constructed; d. Teachers also bring their conceptions into the learning situation, not only in terms of their knowledge, but also their views on learning and teaching which can affect the way they interact with students in the classroom; e. Teaching is not the transmission of knowledge but includes the organization of classroom situations and the design of tasks that enable students to find meaning; and 10 f. The curriculum is not something that needs to be learned but programs of learning tasks, materials, other sources, and discourses from which students construct their knowledge. D. Cooperative Learning Model 1) Definition of Cooperative Learning Model Cooperative Learning is one of the innovative learning methods that prioritizes cooperation in the process. Muslim Ibrahim (in Sutiah, 2018, p. 91) defines cooperative learning as a learning activity that uses student learning patterns in groups to establish cooperation and interdependence in the structure of tasks, goals, and rewards. Meanwhile, Kagan (in Yulia et al., 2020, p. 27) defines cooperative learning as a learning arrangement that refers to groups of students who have lower learning abilities to work together with students who have higher learning abilities as a process of sharing knowledge between students in order to achieve the expected learning objectives. Lie (in Octavia, 2020, p. 29) defines cooperative learning as a teaching system that provides opportunities for students to work together with fellow students on structured tasks. In line with this, Sholihatin and Raharjo (in Octavia, 2020, p. 29) suggest cooperative learning as an attitude or behavior together in working or helping among others in a regular cooperative structure, consisting of two or more people where cooperation skills are strongly influenced by the involvement of each member of the group itself. Johnson & Johnson (in Yulia et al., 2020, p. 27) state that cooperative learning requires interaction between heterogeneous students and is involved in a group discussion where each group member has something to transfer to other members, or in other words, fellow group members transfer the information they have as part of the learning process. From some of the above definitions, it can be concluded that cooperative learning is a teaching model that focuses students to work 11 together and interact in a small group so that students can depend on each other to complete their learning tasks. In cooperative learning, students are required to have the skills to work together in their respective groups, such as being an active listener, providing explanations to their group mates, exchanging ideas with their group members and so on. Thus, students can achieve the completeness of the material provided by their teacher. 2) Advantages of Cooperative Learning Model a. It can improve the quality of children's personality in terms of cooperation, mutual respect, tolerance, critical thinking and discipline. b. Foster a spirit of positive and constructive competition. c. Instilling a high sense of unity and solidarity, because children who are good in their group will help their friends who are not good for the good name of the group. 3) Limitations of the Cooperative Learning Model a. Requires complex preparation. b. Poor results when there is negative competition between individuals and groups. c. Group effort does not work if one member is lazy, or wants to be in charge. 4) Principles of Cooperative Learning Model According to Roger and David Johnson (in Sutiah, 2018, pp. 9495) there are five basic elements in cooperative learning, namely a. The principle of positive interdependence That is, success in the task depends on the efforts made by the group. The success of group work is determined by the performance of each group member. Therefore, all members in the group will feel interdependent. b. Individual accountability 12 That is, the success of the group depends on each member of the group. Therefore, each group member has tasks and responsibilities that must be done in the group. c. Face to face interaction (face to face promotion interaction), which provides ample opportunities for each group member to meet face to face to interact and discuss to give and receive information from each other. d. Participation and communication It trains students to be able to actively participate and communicate in learning activities. e. Group process evaluation This means scheduling a special time for the group to evaluate the group work process and the results of their cooperation, so that they can work together more effectively next time. 5) Variations of Cooperative Learning Models There are several approaches that are part of a collection of teacher strategies in implementing cooperative learning models, namely Student Teams Achievement Divisions (STAD), Jigsaw, Group Investigation, Team Games Tournaments (TGT), and structural approaches which include Think Pair Share (TPS), and Numbered Head Together (NHT). a. Student Teams Achievement Divisions (STAD) Slavin (in Sharan, 2012, p. 3) states that STAD-Student TeamsAchievement Divisions is a cooperative learning method that places students in study groups with 4-5 members per group. The members of the study group are mixed according to achievement level, gender, and ethnicity. The main idea of STAD is to encourage students to encourage and help each other to master the material presented by the teacher. Once all students are confirmed to have mastered the material, students take individual quizzes on the material covered. They are not allowed to help each other with the quiz, and their 13 scores are compared to their previous average scores. These scores are then summed up to get a group score and groups that reach certain criteria are eligible to be rewarded for their achievements. In this model students have the opportunity to collaborate and elaborate, exchange answers but not during the quiz, discuss disagreements, and help each other, discuss and even ask the teacher if they have difficulty in understanding the subject matter. b. Jigsaw Elliot Aronson and his friends (in Sutiah, 2018, p. 102)) developed the Jigsaw model cooperative method. This model takes the pattern of how a saw works (zigzag), where students carry out a learning activity by working together with other students to achieve a common goal. Basically, this model divides a large unit of information into smaller components. Then the teacher divides students into small groups of four and each member is responsible for mastering each component/subtopic assigned by the teacher as well as possible. In this model, students have many opportunities to express their opinions and process the information they get according to their own understanding. c. Group Investigation This approach requires more teacher-centered classroom norms and structures. The group investigation approach requires good communication skills and good group processes in teaching. In this model, students are involved in planning the topic to be studied as well as how they will investigate their chosen topic. Furthermore, they are required to report the results of their in-depth investigation and present it to the whole class. d. Teams Games Tournament (TGT) In this model students play games with members of other teams to gain additional points for their team. TGT can be used in a wide variety of subjects, from science to social studies to languages. 14 e. Think-Pair-Share (TPS) It is a type of cooperative learning designed to influence patterns of student interaction. TPS is an effective way to vary the atmosphere of class discussions. Assuming that discussion requires organization to control the class as a whole. The TPS procedure gives students more time to think in response. The teacher here only briefly presents the material or students read the material briefly which eventually raises questions in the minds of students. f. Numbered Head Together (NHT) It is a type of cooperative learning designed to influence patterns of student interaction and as an alternative to the traditional classroom structure. This model was developed by Spenser Kagen (in AlTabany, 2014, p. 131) to involve students more in reviewing the material covered in a lesson and checking their understanding of the content. 6) Implications of Cooperative Learning Model According to Ibrahim, et al. (in Al-Tabany, 2014, p. 113) cooperative learning can develop cooperative behavior and better relationships between students, and can develop students' academic abilities. Because cooperative learning focuses on cooperation between students, students learn more from their friends than from their teachers. The interaction that occurs in cooperative learning according to Rantuman (in AlTabany, 2014, p. 113) can help form new ideas and enrich students' intellectual development. Davidson (in Al-Tabany, 2014, pp. 113-114) provides a number of positive implications of using cooperative learning models, including: a. Small groups provide social support for learning. Small groups form a forum where students ask questions, discuss opinions, learn from the opinions of others, provide constructive criticism and summarize their findings in writing. 15 b. Small groups offer an opportunity for success for all students. Interactions within the group are designed for all members to learn concepts and problem-solving strategies. c. A problem is ideally suited for group discussion, as it has a solution that can be objectively demonstrated. One student can help another with a logical argument. d. Students in groups can help other students to master the basic problems and calculation procedures necessary in the context of games, puzzles, or discussion of useful problems. e. The scope of the material is filled with interesting and challenging ideas that are worthwhile discussing. E. Application of Learning Models in Inclusive Education An effective learning model means combining various approaches to learning that are tailored to the needs of students. This kind of learning is expected to make the classroom more lively, challenging and fun. a. Hands-on learning whole class This approach is suitable for introducing a wide range of topics. The teacher prepares some questions for learners to answer according to their ability. Teachers can use the class to tell stories or show their work such as creating poems, songs, stories or games together. Teachers should try to create learning strategies with appropriate materials that can accommodate all diversity. To encourage all students to be active, teachers can give different tasks to each group or give the same task with different expected results. b. Individualized Learning Individualized learning is given to certain learners to help them solve their problems such as gifted learners by encouraging them to give more challenging tasks. c. Small group learning 16 Teachers divide learners into small groups using effective strategies that meet all learners' needs. Teachers can encourage learners to work more cooperatively. d. Cooperative learning Cooperative learning occurs when learners share responsibility for achieving a common goal. Teachers should try to avoid competitive learning. In cooperative learning, the teacher plays an important role in creating an environment that supports learning activities so that learners feel able to solve their own problems and feel valued. Cooperative learning can help learners improve their understanding and enjoy having a positive attitude towards themselves, their group and their work. Each learner should be given the opportunity to develop their various skills. (Sukadari, 2019, pp. 156-157) Example of Cooperative Learning Implementation in Inclusive Education Learning activities in inclusive settings will differ in terms of strategies, activities, media and methods. In an inclusive setting, teachers should be able to accommodate all the needs of the students in the class including helping them to gain understanding in accordance with their own learning styles. To create learning in accordance with inclusive principles requires teacher creativity in choosing appropriate learning methods. One of the learning approaches that is related to the concept of inclusive education is cooperative learning, because it has some common views. One form of cooperative learning is "Student Teams-Achievement Division (STAD)". Student Teams-Achievement Division (STAD) is one of the simplest cooperative learning methods, and is the best model to start with for teachers who are new to the cooperative approach. STAD is implemented by placing students in learning groups of 4 to 6 people, who have different abilities, gender, ethnicity or race. They complete 17 tasks together in their groups. Thus, STAD cooperative learning can be applied in inclusive education classrooms, Using STAD to implement cooperative learning in a class with children with special needs, with the hope that there will be a change in learning from paying less attention to diversity, still centered on the gum, to learning that activates all learners including children with special needs, and is child-centered. Thus, the aspired inclusive class such as all learners accepting differences, the learning needs of all learners can be met, all are active and work together effectively and pleasantly, the smart ones sincerely help the less and the less willing to learn from their smart friends, can be realized. CHAPTER III CLOSING Summary Learning models are tools that make it easier for students to carry out learning. Learning models can help students acquire information, ideas, skills, values, ways of thinking and understanding that they express. There are three main learning models, namely; Scientific Learning, Collaborative Learning, and Cooperative Learning models. The application of learning models in inclusion focuses on the needs that exist in the classroom. So that one learning model can be collaborated with other customized models so as to make the class more lively, acceptable and fun. 20 LITERATURE Afriani, W. (2017). The Effect of the Scientific Approach on Improving the Learning Outcomes of Class X Students at SMAN 1 Waway Karya on the Subject of Optical Instruments. [Thesis]. Faculty of Tarbiyah and Keguruan: Raden Intan State Islamic University, Lampung. Accessed from: http://repository.radenintan.ac.id/2870/1/SKRIPSI_FIX_WIWIN.pdf Al-Tabany, T. (2014). Designing Innovative, Progressive, and Contextual Learning Models: Concepts, Foundations, and Implementation in Curriculum 2013 (Thematic Curriculum Integrative Curriculum/KTI). Jakarta: Kencana. Handayani, B. D. (2011). "The Effectiveness of Active Learning Through the Application of Collaborative Learning Models to Improve Learning Achievement of Public Sector Accounting Subject Matter of Regional Financial Management Work Unit Accounting (SKPKD)", Journal of Economic Education Education Dynamics, Vol VI (1) 63-77. DOI: https://doi.org/10.15294/dp.v6i1.5350. Hosnan, M. (2014). Scientific and Contextual Approaches in 21st Century Learning. Bogor: Ghalia Indonesia Innah, E. N., et al. (2017). Application of Collaborative Learning through Picture Search Games to Improve Grade V Science Learning Outcomes at SDN Tabanggele, Anggalomoare District, Konawe Regency. Journal of Al-Ta'dib, Vol 10 (1) 19-36. Accessed from: https://www.academia.edu/37013963/PENERAPAN_COLLABORAT IVE_LEARNING_MELALUI_PERMAINAN_MENCARI_GAMBA R_UNTUK_MENINGKATKAN_HASIL_BELAJAR_IPA_KELAS_ V_DI_SDN_TABANGGELE_KECAMATAN_ANGGALOMOARE _KABUPATEN_KONAWE Machin, A. (2014). "Implementation of the Scientific Approach, Character Planting and Conservation in Learning Growth Materials", Indonesian 21 Journal of Science Education. Vol III (1) Pp. 28-35. Accessed from: http://journal.unnes.ac.id/nju/index.php/jpii Octavia, S. (2020). Learning Models. Yogyakarta: Deepublish. Pratiwi, D, S. (2018). The Effect of the Application of the Scientific Learning Model on the Integrated Thematic Learning Outcomes of Class IV Students. [Thesis]. Faculty of Teacher Training and Education. University of Lampung, Bandar Lampung. Accessed from: http://digilib.unila.ac.id/31636/3/SKRIPSI%20TANPA%20BAB%20 PEMBAHASAN.pdf Rusman. 2015. Integrated Thematic Learning. Jakarta: Raja Grafindo Persada Sharan, S. (2012). The Hand Book of Cooperative Learning. Yogyakarta: Istana Media. Suherti, P. (2011). Implementation of Student Teams Achievement Divisons (STAD) Cooperative Learning in Inclusive Schools (A Descriptive Study of Classroom Inclusiveness and Learning Outcomes of Slow Learner Learners in Class V). Research, JASSI_Anakku, Volume 10: Number 1 Year 2011. UPI. Sukadari, H. (2019). Inclusive Education Model in Learning for Children with Special Needs. Yogyakarta: Kanwa Publisher. Suryani, Nunuk. (2010). Implementation of Collaborative Learning Model to Improve Students' Social Skills. Scientific Learning Magazine, No. 2. Accessed from: https://journal.uny.ac.id/index.php/mip/article/view/3654. Sutiah. (2018). Islamic Religious Education Learning Model Development. Sidoarjo: Nizama Learning Center Zakky. 2020. Definition of Learning Model According to Experts and Its Characteristics. https://www.zonareferensi.com/pengertian-model- pembelajaran/. [uploaded on February 23, 2020] 22