Integrated Learning Concept

Although the standard of competence and basic competencies developed in the field of science studies, on the level of implementation of the teachers have the flexibility in membelajarkan learners to achieve competency. One example that will be developed in this model is the teacher to identify the standards of competence and basic competencies that are relevant to close and packed in one theme and presented in an integrated learning activities. To be noted is that the integration of activities in the form of a theme should be done at the same grade level and still within the scope of science.

Strength / benefits that can be learned through the implementation of integrated learning between judgments as follows.

(A) By combining the various fields of study will be saving time, because the three fields of study (the Energy and amendments thereto, Matter and its nature, and living creatures and life processes) can dibelajarkan at once. Overlap the material can also be reduced and even eliminated.

(B) Learners can see a significant relationship antarkonsep Energy and its amendments, Matter and its nature, and living creatures and life processes.

(C) Increase the level of thinking skills of learners, because learners are faced with an idea or thought a wider and deeper when faced with learning situations.

(D) Integrated Learning presents the implementation / application of real-world experience in everyday life, thus facilitating understanding of concepts and competencies ownership IPA.

(E) learners' learning motivation can be improved and enhanced.

(F) Integrated Learning helps create cognitive structures that can bridge between prior knowledge learners with learning experiences that are related, so that understanding becomes more organized and thorough, and easy to understand the relationship of material science from one context to another.

(G) There will be increased cooperation antarguru related field of study, teachers with learners, learners with learners, learner / teacher with sources; so much fun learning, learning in real situations, and in a more meaningful context.

In addition to the strengths / benefits that were put forward, Integrated Natural Science learning model also has weaknesses. Be aware, that in fact there is no learning model-fits-all concept, therefore learning model should be adjusted to the concept to be taught. Similarly, integrated learning in science has some shortcomings as follows.

 (A) Aspects of Teachers: Teachers must be knowledgeable, have high creativity, methodological skills that are reliable, high self-confidence, and dare to package and develop materials. Academically, teachers are required to continue to explore the science of information relating to the matters to be taught and a lot of reading books for mastery of instructional materials do not focus on specific areas of study. Without this condition, the integrated learning in science will be difficult to materialize.

(B) Aspects of learners: Learning integrated learning abilities of students demanding a relatively "good", both in academic ability and creativity. This occurs because the integrated learning model emphasizes the analytical capabilities (extract), associative ability (connecting-link), and elaborate exploratory capabilities (finding and digging). When this condition is not owned, then the application of integrated learning model is very difficult.

(C) Aspects of facilities and learning resources: Learning integrated need reading materials or sources of information are quite many and varied, may also internet facilities. All this will support, enrich, and facilitate the development of insight. When these facilities are not met, then the application of integrated learning will also be hampered.

(D) Aspect of curriculum: The curriculum must be flexible, achievement-oriented learners thoroughness of understanding (not on target to deliver the content).Teachers need to be given the authority in developing the materials, methods, assessment of student learning success.

(E) Aspects of assessment: Integrated Learning requires a thorough assessment of the way (comprehensive), which define the success of learners' learning from several related fields of study combined. In this connection, besides teachers are required to provide the techniques and procedures for the implementation of a comprehensive assessment and measurement, are also required to coordinate with other teachers, if the subject matter comes from a different teacher.

(F) The atmosphere of learning: an integrated learning tend to prefer one field of study and 'tenggelam'nya other fields of study. In other words, when teaching a TEMA, the teachers tend to emphasize or give priority to the substance of the joint in accordance with the understanding, taste, and the background of teacher education itself.

Although integrated learning contains several weaknesses in addition to its superiority, as a form of innovation in the implementation of Competency Standards and Basic Competence should be developed further. To reduce the above shortcomings, it should be discussed jointly between teachers' fields of study associated with an open attitude. All of this is intended to improve the effectiveness and efficiency in learning science.

Implementation of Integrated Learning

One of the key integrated learning which consists of several fields of study is to provide a learning environment that places students have learning experiences that can menghubungkaitkan concepts from various fields of study. Understanding integrated here implies links with various fields of science studies (Carin 1997; 236).Cross field of study in science is to coordinate the various disciplines such as living things and life processes, energy and change, matter and nature, geology, and astronomy. Actually, science can also be integrated with other fields of study outside the field of science studies and it is more appropriate for elementary school education. Given the discussion of materials science at higher levels of increasingly broad and deep, then in junior high and high school education, would be better if the integration is limited to fields of study including the field of science studies course.This is so that not too many teachers are involved, which will open opportunities for the emergence of difficulties in learning and assessment, given the higher levels of education, the more deep and broad understanding of concepts that must also be absorbed by the learners.

Integrated learning begins with determining the theme, because the determination of the theme will help students in several aspects:

(A) learners who work together with the group will be more responsible, disciplined, and independent;

(B) learners become more confident and termotivas in learning when they managed to implement what has been learned;

(C) students better understand and easier to remember because they 'hear', 'talk', 'read', 'write' and 'doing' activities to investigate the problems being studied;

(D) strengthen the ability of language learners;

(E) learn better when learners are actively involved through project work, collaboration, and interact with friends, teachers, and the real world.

Therefore, if teachers want to conduct integrated learning in science, you should choose a theme that menghubungkaitkan between science-technology-society-environment.

Quantum Teaching

Quantum Teaching (QT)

Meanwhile, in Quantum Teaching (2000:4) says as follows. Quantum Teaching is a body of knowledge and methodology used in the design, presentation, and facilitation SuperCamp. Created based on educational theories such as the Accelerated Learning (Lozanov), Multiple Intelegences (Gardner), Neuro-Linguistic Programming (Grinder and Bandler), Experiential Learning (Hahn), Socratic Inquiry, Cooperative Learning (Johnson and Johnson), and Element of Effective Instruction (Hunter).

Two of the quote clearly indicates that there are a variety of roots views and thoughts that become the foundation of quantum learning. Various roots were mixed views and thoughts, even bound together in a unified theoretical model and intact until no longer visible origin - in turn these theoretical models have been tested in a systemic to find empirical evidence.

Among the various roots views and thoughts that become the foundation of quantum learning DePorter raised by the above, there is no doubt that these views or theories of learning sugestologi akseleratif Lozanov, Gardner's multiple intelligences theory, theory neurolinguistik programming (NLP), Grinder and Bandler, and learningexperiential [based on experience] Hahn and neurolinguistik recent findings regarding the role and function of the right brain dominates or strongly colored figure [profile] quantum learning.

Continue the development of learning models are expected to provide opportunities for teachers and students to find the best model in accordance with the conditions of schools and learning objectives to be achieved.

Quantum Learning

Quantum Learning (QL)

Quantum Learning is actually an herb or assembly of various theories or views of cognitive psychology and neurology programming / neurolinguistik a much earlier already exists. In addition, coupled with personal views and empirical findings obtained DePorter when developing the initial construct quantum learning. It is recognized solely by DePorter. In the Quantum Learning (1999:16), he stated as follows. Quantum Learning combines sugestologi, pemercepartan learning techniques, and NLP with theories, beliefs, and methods of our own. Including the key concepts of various theories and other learning strategies, such as:

• The theory of right brain / left

• triune brain theory (3 in 1)

• Options modalities (visual, auditory, and kinesthetic)

• The theory of multiple intelligences

• Holistic Education (comprehensive)

• Learning from experience

• Learn the symbols

• Simulation / game

Cotextual Teaching Learning

Contecstual Teaching and Learning (CTL).

CTL is a holistic educational process aims to motivate students to understand the meaning of the subject matter learned by linking the material to the context of their daily lives (personal context, social, and cultural), so students have the knowledge / skills that can be flexibly applied (transferred) than one problem / context to the issues / other contexts.

CTL can be applied in any curriculum, any field of study, and class under any circumstances. CTL approach in the classroom is fairly easy. Broadly speaking, the following steps of this.

Learning Cycle

Learning Cycle (Learning Cycle) or in the writing of this abbreviated LC.

Is a model student-centered learning (student centered). LC is a series of stages (phases) are organized in such a way that students can master the competencies that must be achieved in the way of learning with active role.

Initially consist of the LC phases of exploration (exploration), the introduction of the concept (concept introduction), and application of concepts (concept application) (Karplus and Their in Renner et al, 1988). At the exploration stage, students are given the opportunity to utilize the senses as much as possible in their interaction with the environment through activities such as lab work, analyzing the article, discussing the phenomena of nature, observing natural phenomena or social behavior, and others.

Cooperative Learning

Learning model, most have seen a strategic role in efforts to boost the success of the learning process. Since he moved to see the condition of the needs of students, so teachers are expected to submit items to the right without cause students to experience boredom. Instead, students are expected to be interested and keep interested in taking lessons, with a sustained curiosity.

Various models of learning that have been developed intensively through various studies, the aim is to enhance academic cooperation between students, forming positive relationships, develop self-confidence, and improve academic skills through individual activity maupuh group.

education links

Here are some helpful sites that offer information on learning theories, instructional design, and organizations offering web-based online courses.

• The Theory Into Practice (TIP) Database
  The TIP project involves the development of a hypertext database for theories of learning and instruction. The database contains descriptions of 50 theories, which are linked to 18 major concepts and 19 task/content domains. Each theory description includes the following sections. Overview, scope, application, example, principles and references.
• The Learning Theory Funhouse
  Dedicated to keeping viewers informed about learning and technology.
• Ed P540 course at Indiana University
  Database of learning theories and theorists and other resources.
• Theoretical Sources
  From the University of Colorado Instructional Technology Program. Features theoretical sources and explanations of Instructional Design Models.
• How People Learn (teaching resources)
  Honolulu C.C. Faculty Guidebook. Provides 100s of teaching tips from learning theories to creating the "right" classroom environment.
• Learning with Technology
  Dr. David Jonassen identifies several attributes of meaningful and engaging learning environments that technology can assist in creating.
• Don Clark's Systems Approach to Training
  Offers among other things and ISD training manual (based on ADDIE).
• World Lecture Hall
  Contains links to pages created by faculty worldwide who are using the Web to deliver university-level academic courses in any language. The World Lecture Hall does not administer any of the courses it links to. Some are distance-learning courses delivered entirely over the Internet. Others are designed for students in residence.
• The Physics Classroom (A High School Physics Tutorial)
  Created by students of Glenbrook South High School. Includes quizzes. 
• Tips for Writers and Designers
  List of handy tips for making your HTML pages look great.
• A Practical Guide to HTML Publishing and Resources
  Offers handy resources and guides for web site designers.
• The Castle Project Toolkit
  Make an online quiz! Tallies results.
• HTMLResources foOffInstructional Technology Research Online (InTRO) 

Applying Learning Theories to Online Instructional Design

Conclusion

To make online teaching and training materials more effective, an agency should first establish suitable learning goals and objectives. Since the priority of instruction is to "benefit" or "instruct" the learner, instructional designers should then strive to facilitate the learning process i.e., make learning easier. This can be accomplished by applying proven learning theories and pedagogical practices, as well as, practical web-design strategies and guidelines, to their instructional design:

Vygotsky’s Theory of Social Cognitive Development

A) Description

Vygotsky's theory of social cognitive development is complementary to Bandura's social learning theory. Its major thematic thrust is that "social interaction plays a fundamental role in the development of cognition" (Kearsley 1994e). Most of the original work of this theory was done in the context of language learning in children.
An important concept in Vygotsky's theory is that "the potential for cognitive development is limited to a certain time span which he calls the 'zone of proximal development' (Kearsley 1994e). He defines the 'zone of proximal development' as having four learning stages. These stages "range between the lower limit of what the student knows and the upper limits of what the student has the potential of accomplishing" (Gillani and Relan 1997, 231). The stages can be further broken down as follows (Tharp & Gallimore 1988, 35):

• Stage 1 - assistance provided by more capable others (coaches, experts, teachers);
• Stage 2 - assistance by self;
• Stage 3 - internalization automatization (fossilization); and
• Stage 4 - de-automatization: recursiveness through prior stages.

Carroll’s Minimalist Theory

A) Description

The Minimalist theory of J.M. Carroll focuses on the instructional design of training materials for computer users and has been "extensively applied to the design of computer documentation" (e.g., Nowaczyk & James, 1993, van der Meij, & Carroll, 1995, as cited in Kearsley 1994d). It is based upon studies of people learning a wide range of computer applications including word processors and databases.
As Kearsley (1994d) explains, this theory suggests that:

1. All learning activities should be meaningful and self-contained.
2. Activities should exploit the learner's prior experience and knowledge.
3. Learners should be given realistic projects as quickly as possible.
4. Instruction should permit self-directed reasoning and improvising.
5. Training materials and activities should provide for error recognition and use errors as learning opportunities.
6. There should be a close linkage between training and the actual system because "new users are always learning computer methods in the context of specific preexisting goals and expectations" (Carroll 1990, as cited in Kearsley 1994d).

Bandura’s Social Learning Theory

A) Description

Bandura's social learning theory "emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others" (Kearsley 1994c). It has been applied extensively to the understanding of aggression (Bandura 1973, as cited in Kearsley 1994c) and psychological disorders. Bandura states:

Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action (1977, as cited in Kearsley 1994c).

Bruner’s Constructivist Theory

A) Description

Bruner's constructivist theory is based upon the study of cognition. A major theme in this theory is that "learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge" (Kearsely 1994b). Cognitive structures are used to provide meaning and organization to experiences and allows the individual to go beyond the information given.


According to Bruner, the instructor should try and encourage students to construct hypotheses, makes decisions, and discover principles by themselves (Kearsley 1994b). The instructor's task is to "translate information to be learned into a format appropriate to the learner's current state of understanding" and organize it in a spiral manner "so that the student continually builds upon what they have already learned."

Gagne’s Conditions of Learning Theory-3

C) Related Theories, Pedagogical Practices and Practical Web-Design Strategies

1. Provide a variety of learning activities. Instructional designers should anticipate and accommodate alternate learning styles by "systematically varying teaching and assessment methods to reach every student" (Sternberg 1994, as cited in Ross-Gordon 1998, 227). They should also provide alternate offline materials and activities, as well as, present "alternate points of view and interpretations" (Fahy 1999, 237) so that the learner is free to "[criss-cross] the intellectual landscape of the content domain by looking at it from multiple perspectives or through multiple themes" (Jonassen et al., 1997, 122).

Gagne’s Conditions of Learning Theory-2

B) Practical Application

Gagne’s nine instructional events and corresponding cognitive processes can serve as the basis for designing instruction and selecting appropriate media (Gagne, Briggs & Wager, 1992, as cited in Kearsley 1994a). In applying these instructional events, Kearsley (1994a) suggests keeping the following principles in mind:

1. Learning hierarchies define a sequence of instruction.
2. Learning hierarchies define what intellectual skills are to be learned.
3. Different instruction is required for different learning outcomes.

Gagne’s Conditions of Learning Theory-1

A) Description

Although Gagne’s theoretical framework covers many aspects of learning, "the focus of the theory is on intellectual skills" (Kearsley, 1994a). Gagne’s theory is very prescriptive. In its original formulation, special attention was given to military training (Gagne 1962, as cited in Kearsley, 1994a).
In this theory, five major types of learning levels are identified:

• verbal information
• intellectual skills
• cognitive strategies
• motor skills
• attitudes