Scientific Learning Model

Scientific Learning Model 1) Definition of Scientific Learning Model Learning that uses a scientific approach means that the learning is carried out scientifically. In the process, a model is used as a tool or learning 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, submitting/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 students with extensive opportunities 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 as if they were steps in implementing 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 practicing the steps of the scientific method. 2) Advantages of the Scientific Learning Model According to Machin (2014, p. 28) the limitations of the scientific learning model include; a. Improving intellectual abilities, especially high-level thinking skills, b. To shape students' abilities in solving a problem systematically, c. Creating learning conditions where students feel that learning is a necessity, d. Obtaining high learning outcomes, e. e. To train students in communicating ideas, especially in writing scientific articles, and f. 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 long time b. Requires more careful learning planning c. More suitable for scientific learning materials 4) Characteristics of the Scientific Learning Model Majid (2014) (in Pratiwi, 2018, pp. 29-30) stated the characteristics of the scientific learning model, including; 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 function as a guide for implementing learning. d. Methodical, meaning it is implemented based on a certain scientific learning method that has been proven to be effective. e. Accurate 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, meaning that learning always raises things that make sense. g. Actual, namely that learning always involves the context of children's lives as a source of meaningful learning. h. Disinterested, meaning that learning must be carried out impartially but is truly based on the actual learning achievements of students. i. Unsupported opinion, meaning that learning is not carried out to foster opinions or opinions that are not accompanied by real evidence. j. Verifiable, meaning that the learning outcomes obtained by students can be verified for their truth in the sense of being confirmed, revised, and repeated in the same or different ways 5) Implementation of Scientific Learning Model Learning In the scientific learning process, implementation includes exploring information through observing, questioning, experimenting, then processing data or information, presenting data or information, continuing with analyzing, associating, then concluding, and creating and forming networks.