THE NATURE OF LEARN AND LEARNING PROCESS

Learning is essentially a process of change in personality in the form of skills, attitudes, habits, and intelligence. These are permanent changes in behavior that occur as a result of training or experience.

While learning is essentially a process of interaction between children with children, children with learning resources to educators and children. These learning activities will be meaningful to the child if done in a comfortable environment and provide security for children. Learning process that often happens now is a process of rote learning. A teacher will assess / praise a student if he managed to memorize the material well, not the views of how the level of their understanding of the material being taught.

Piaget distinguishes two senses of the study, namely (1) learning in the strict sense and (2) learning in a broad sense (Ginsburg & Opper, 1988 in Suparno, 2001:140). Learning in the strict sense is learned that only emphasize the acquisition of new information and increase. Learning to learn is called figurative, a form of passive learning. For example, a child learns the names of the capital city of a country or memorizing the names of the numbers. Learning in a broad sense, or also called development, is to learn to get and find the structure of a more general idea that can be used in a variety of situations. This learning is called learning coperative, ie someone actively construct knowledge structures to be studied. For example, in memorizing the capitals of countries, a child also understands the relationship between the city and state.

According to Wadsworth (1989, in Suparno, 2001:141), recalling and rote learning are not regarded as real for those activities do not include the process of assimilation and understanding. Children who know the names of numbers, not necessarily that he understood the concept of these numbers. For Piaget, learning is always an element of the formation and understanding.

Associated with rote learning (rote learning) is, Ausubel says: "..., if the learner's intention is to memorise it verbatim, i, e., as a series of arbitrarily related word, both the learning process and the learning outcomes must necessarily be rote and meaningless ". In essence, if a child wants to remember something without linking it to one with other things so well and the results of the learning process can be expressed as memorization and will not be meaningful at all for him.

Examples can be adduced of rote learning of the process is that students can recall and declare a rectangle area formula is L = p × l, but he could not determine the area of a rectangle because he did not know the meaning of the symbol L, p, and l.

ADMIN,
HARY VAN JAVA
PGSD BANJARMASIN ( DII-S1 )
SEMESTER IV

TENTANG SAYA, SILAHKAN KLIK DISINI

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