Learning Strategy

Learning Strategy A. Definition of Learning Strategy Literally, the word strategy can be interpreted as the art of implementing or strategy, namely a strategy or plan. Meanwhile, according to Reber (in Muhaimin, 2004: 214) strategy is an action plan consisting of a set of steps to solve problems or achieve goals. According to Syaiful Bahri Djamarah (in Syaiful Bahri Djamarah and Aswan Zain, 2002: 5) strategy is a way or method. Strategy in general has the meaning of an outline of the direction to act in an effort to achieve predetermined goals. Learning itself is interpreted as a two-way communication process, teaching is carried out by the teacher as an educator, while learning is carried out by students or pupils. (Syaiful Sagala, 2012: 61). Kozna in (Hamzah, 2016: 61) generally explains that learning strategies can be interpreted as every activity chosen, namely those that can provide facilities or assistance to students towards achieving certain learning goals. Gropper in Hamzah said that learning strategy is the selection of various types of specific exercises that are in accordance with the learning objectives to be achieved. In teaching and learning activities, teachers must have a strategy so that students can learn effectively and efficiently. One step to having a strategy is to master presentation techniques or usually called teaching methods. By having a strategy, a teacher will have guidelines for acting regarding various alternative choices that may be taken. Thus, the strategy According to Newman and Mogan as quoted by Syaiful Sagala, the basic concept of teaching and learning strategies includes four things: a) Determining the specifications and qualifications of changes in learning behavior, b) determining choices regarding the approach to teaching and learning problems, c) Choosing procedures, methods and teaching and learning techniques; d) Norms and criteria for the success of teaching and learning activities. This learning strategy can be divided into two stages, namely: a. Stage before entering class. This stage is carried out before the teacher teaches, it can also be called the preparation stage or pre-conditions. b. Stage when students are in class. This stage is carried out in class and is called operating procedures. (Suharsimi Arikunto, 1988:2). B. Types of Learning Strategies Some types of learning strategies are as follows: a) Direct Instruction Strategy Direct instruction is a term often used for Expository learning techniques, or lecture-like delivery techniques (often also used the term "chalk and talk"). Direct learning strategies are a form and approach to learning that is oriented towards the teacher (teacher-centered approach). b) Cooperative Learning Strategy Cooperative Learning is a learning strategy that emphasizes the process of cooperation in a group that usually consists of 3 to 5 students to study a specific academic material until complete. c) Problem Solving Learning Strategy Teaching to solve problems is different from using problem solving as a learning strategy. Teaching to solve problems is teaching students how to solve a problem, for example solving math problems. While the problem solving learning strategy is a technique to help students understand and master learning materials by using problem solving strategies. Thus the difference between the two lies in the position of the problem solving. d) Repeating Strategy A simple repeating strategy is used to simply reread certain material to memorize it. Other examples of simple strategies are memorizing phone numbers, directions, specific times, shopping lists, and so on. e) Elaboration Strategy Elaboration strategy is the process of adding details so that new information will be more meaningful. With elaboration strategy, encoding is easier to do and provides more certainty. Elaboration strategy helps transfer new information from short-term to longterm memory in the brain by creating relationships and combinations between new information and existing ones. Some forms of elaboration strategies are note-taking, analogy, and PQ4R. Note-taking is a learning strategy that combines previously owned information with new information obtained through the process of taking notes. By taking notes, students can express new ideas from the mixture of the two pieces of information. f) Organizational Strategy Organizational strategy helps learners increase the meaningfulness of new materials with new organizational structures. Organizational strategy consists of regrouping ideas or terms into smaller subsets. The strategy also serves to identify key ideas or facts from a larger set of information. The form of organizational strategy is Outlining, which is making an outline. Students learn to connect various topics or ideas with several main ideas. Mapping, better known as concept mapping, is in some ways more effective than outlining. C. Function of Learning Strategy According to Dick, Carey and Carey (2015) (in Barotun Mabaroh and Ninik Suryatiningsih, 2019: 31) the term learning strategy describes the process of organizing content, determining learning activities, and deciding how to deliver the content and activities. Learning strategy has several functions, namely: 1) As a recipe for developing teaching materials. 2) As a set of criteria for evaluating existing materials. 3) As a set of criteria and recipes for revising existing materials. 4) As a framework for planning lectures, interactions, and assignments.