A. Understanding Concept
Achievement Model
The learning model of this
Concept Achievement departs from a study of the processes of thinking
undertaken by Bruner, Goodnow, and Austin (in Suherman and Winataputra, 1992)
which suggest that this model is designed to help learn concepts that can be used
to organize information so as to facilitate to learn the concept effectively,
analyze, and develop concepts.
The Achievement Model This
concept is also an efficient model for presenting organized information in
different fields of study, one of the hallmarks of this conceptualizing model
is that it enhances the ability to learn in an easier and more effective way.
Eggen and Kauchak (2012:
218) state the conceptual achievement model is a learning model designed to
help students of all ages develop and strengthen their understanding of
concepts and practice critical thinking skills. In this learning model,
students are not provided with the formulation of a concept, but they find the
concept based on examples that have an emphasis on the characteristics of the
concept. In the learning of this conceptualization, the teacher demonstrates
the examples and examples of a concept imaginable. While students hypothesize
what the probability of the concept might be, analyze their hypotheses by
looking at examples and non-examples, which ultimately arrive at the concept in
question.
There are two important
things in learning that use learning achievement model concept that is 1)
determine the level of concept achievement, and 2) concept analysis.
1. Determining the Level of
Concept Achievement
The expected level of
attainment of the students depends greatly on the complexity of the concept,
and the level of students' cognitive development. There are students who learn
concepts at a low concrete level or identity level, some are able to reach
concepts at the classification level or formal level.
2. Concept Analysis
Conceptual analysis is a
procedure developed to assist teachers in planning sequences of conceptual
achievement teaching. To analyze the concept of teachers should pay attention
to several things, among others:
(1) concept name,
(2) attribute attributes and
variable attributes of the concept,
(3) definition of concept,
(4) examples and
non-examples of concepts, and
(5) the conceptual relationship
with other concepts.
B. Syntax or Step-by-Step
Applying Implementation Model
1) Implementation stages
(Syntax)
Phase One: Data Presentation
and Concept Identification
At this stage the teacher
gives examples in the form of application of the concept. This is done raises
the problem and pemecahaannnya. In this activity the student must be actively
involved whenever possible in giving examples, from the concept being taught.
This is necessary so that students can explain examples of the concepts they
are studying.
Once the examples of
problems and solutions are considered sufficient, students are re-examined to
examine the examples to compare, as well as determine the characteristics and
are asked to define or derive the definition of the concept.
Example Steps of teacher
activity, among others
1. The teacher presents
examples that have been named (labeled),
2. Teacher asks for student
interpretation
3. Teacher asks student to
define
Example Steps of student
activity, among others
1. Students compare positive
examples and negative examples,
2. Students submit their
interpretation results,
3. Students awaken and test
the hypothesis,
4. Student declares a
definition according to its essence attribute
Phase Two: Testing Concept
Achievement
At this stage students are
asked to look for examples in the form of other problems that can be solved
with the concept, based on those already identified. The examples put forward
by the students are then informed by the definitions identified at stage one.
If at this stage students
have not been able to provide the right example, then teachers need to direct
students to be able to find or determine the right example. The main pedony for
students in identifying these examples is the traits or definitions they have
formulated.
Example Steps of teacher
activity, among others
1. The teacher asks the
students to identify additional examples that are not named,
2. The teacher confirms the
hypothesis, the names of the concepts, and restates the definition according to
its essence attributes,
3. The teacher asks for
other examples
Example Steps of student
activity, among others
1. Students give examples,
2. Students give the concept
name,
3. Students look for other
examples
Third Phase: Thinking
Strategy Analysis
At this stage the teacher
presents a new problem and asks students to complete it by applying the
concept. Here the teacher tries to release the students themselves, to apply
the knowledge of the concept.
At the end of this student
is required to express the work done. Here teachers together with students
analyze the thinking strategies that students have used in applying concepts to
solve problems.
Example Steps of teacher
activity, among others
1. Teacher asks why and how
2. The teacher guides the
discussion
Example Steps of student
activity, among others
1. Students describe their
thinking,
2. Students discuss the role
of hypothesis and its attributes,
3. Students discuss their
thoughts
C. Impact of Concept
Achievement Learning
The nature of the use of a
model of learning is to support the achievement of learning outcomes optimally,
both learning outcomes in the form of the main objectives of learning and
learning outcomes in the form of accompaniment goals. Joice & Weils (2000)
refers to the main purpose of instructional effect as an instructional effect
(modelal effect) model and companion objectives as a model nurturant effect.
The use of the Concept
Achievement Learning model is also expected to optimize the impact of instructional
and companion impact. The instructional impacts and impact impacts of the PMKM
Model are as follows.
a. Instructional Impact
1) Mastery of Teaching
Materials
A distinctive feature that
distinguishes the learning model to foster metacognitive abilities with the
learning model often used by teachers so far is the existence of teaching and
training of cognitive strategies (learning strategies), both in understanding
the material and in problem solving. The use of appropriate learning strategies
in learning can make the learning process becomes more meaningful, so the
achievement of learning outcomes (mastery of teaching materials) to be optimal.
2) Metacognitive Ability in
Understanding Matter
Metacognitive ability to
understand the material is classified as an instructional impact in this
learning model, because students are directed directly to the goal of
increasing their metacognitive abilities in addition to the mastery of the
intended teaching materials. The metacognitive ability to understand the
material intended in the PMKM Model is the ability to select, use, and control
learning strategies in understanding the material, including: strategies to
highlight important ideas / strategies, marginal notes, summary strategies, and
concept maps . In the conventional learning model, teachers often require
students to be able to master the material well, but never teach and train
students about learning strategies in understanding the material well. In
contrast to this learning model students are taught and trained to select, use,
and control cognitive strategies in understanding the material.
3) Metacognitive Ability in
Troubleshooting
Metacognitive ability of
problem solving is classified as an instructional impact in this learning
model, because students are directed directly to the goal of enhancing
metacognitive abilities of problem solving in addition to mastery of
mathematics teaching materials. The metacognitive capabilities of problem
solving that are intended in the PMKM Model are the ability to select, use, and
control learning strategies in problem-solving learning, which include: the use
of heuristics, advanced thinking procedures, reverse thinking procedures,
inductive thinking procedures, and deductive thinking procedures. In the conventional
learning model, teachers often require students to solve problems well, but
never teach and train their students about good problem-solving strategies. In
contrast to this learning model students are taught and trained to select, use,
and control cognitive strategies in solving problems.
b. Companion Impact
1) Independence in Learning
Armed with declarative
knowledge, procedural knowledge, and conditional knowledge, as well as skills
in using and controlling cognitive strategies, students can become more
independent in learning. Through continuous training students can choose their
own cognitive strategies that fit their style and type of learning, as well as
in accordance with the characteristics of the material learned and the
characteristics of the problem to be solved.
2) Activity Learning
Some of the phases of syntax
provide more space and opportunities for students to play an active role in the
learning process. At these phases, student involvement is dominant in directly
applying various cognitive strategies, both in understanding the material and
in problem solving.
3) Positive Attitude
The continued impact of
students' ability to choose, use, and control the use of cognitive strategies
and the dominant student involvement in the learning process is the creation of
a pleasant learning environment. Students are no longer enveloped by the assumptions
that subjects are difficult to learn. Thus, the application of this learning
model can also foster a positive attitude of students to the subjects.
D.
Modification of Learning Model Implementation of Concept through Scientific
Learning.
Can the conceptual learning
model be applicable in Scientific Learning? The following modification of the
author on the steps of Implementation Model Implementation Learning Concept
Through Scientific Learning.
Phase One: Data Presentation
and Concept Identification
• Observing.
Observing is related to the
activity of the five human senses which is conferred by God to observe the
learning object meaningfully (meaningfull learning). Therefore, to facilitate
learning, at the beginning of learning activities are considered important to
demonstrate interesting and useful learning objects, of course selected
learning objects that are relevant to the theme of learning. The object does
not have to be fancy or expensive, simple as long as it is easy to use and
interesting.
In learning-based
achievement of the concept of teachers can provide images or other observation
objects associated with the concepts that must be understood by students
according to KI and KD being taught. Such images or objects may be given
additional information depending on the teacher's interpretation of the
learner's abilities. If an image or object is expected to cause difficulties to
be interpreted by the student may be given a brief explanation of the image or
object.
At this stage the application
of learning achievement of the concept is done by observing the image or object
of observation. An example of the implementation of concept-based learning in
PPKn is about norms. Teachers can provide pictures as examples of the
application of norms, whether images that conform to the norm or image rules
that are not in accordance with the norm rule. Students individually or group
are guided to observe the image or object of observation.
• Questioning.
The ability to ask one of
them aims to arouse curiosity, train learners to argue according to their
capacity, learn to accept differences of opinions, stimulate learners to
re-think, and at the same time learn how to politely in asking or responding to
questions well.
In concept-based learning,
the teacher asks students to ask questions or to create questions related to
the image. Even student's questions may still be commonly responded well by
other students as well as by teachers as a reinforcement of student answers.
Phase Two: Testing Concept
Achievement
• Experimenting and
Associating
Trying is a learning
activity that gives students the opportunity to do, try, or experience. Trying
to do that can be realized in the form of experimental activities or real
experience. While reasoning is the ability to categorize a variety of ideas and
associate a variety of events that later mamasukkannya become a fragment of
memory (Kemendikbud, 2013: 215). The experiences stored in the memory of the
brain relate to or interact with previously available experiences. This process
is known as association or reasoning.
In the application of
concept-based learning this step can be done by dividing the students in small
groups, then each group gets the task of library studies to seek the definition
or understanding of the concepts referred. After this activity is completed
then students are trained to try to connect the concepts in real life. Each
group of students is asked to draw pictures or stories related to the concepts.
In my experiments, at the
level of the students' abilities that are deemed incapable of making drawings
or stories related to concepts, the practice of connecting concepts in real
life can also be done through a game of drawing. In this stage the teacher
should prepare a drawing of the concept and then the students choose or install
the picture, and demand that the students give the reason for the choice.
• Communicating
(Communicating)
In simple form,
communicating means presenting or showing the results of their work to the
public, orally or in writing, or other forms of work so as to gain a broader
response. In limited space, learners simply present the conclusions of their
work in front of their friends in the classroom.
In the application of
concept-based learning this step can be done by asking students to present the
results of group work that has been done at the stage of trying (Experimenting)
and reasoning (associating). Presentations can be in the form of discussions,
guest visits, exhibitions and other results depending on the steps teachers
prepare.
Third Phase: Thinking
Strategy Analysis
Implementation of learning
achievement model concept in this stage can be done by giving follow up in the
form of assignment of individual or group by giving new problem and ask student
to finish it by applying concept.
Reference:
Eggen, Paul and Kauchak
donald P. 2012. Learning Strategies and Models: Teaching Content and Thinking
Skills. Translated By: Satrio Wahono. Jakarta: Index.
Joyce, Bruce; Weil, Marsha;
& Showers, B. 1992. Models of Teaching. Fourth Edition. Boston: Allyn &
Bacon.
Joyce, B. R., & Weil, M.
(2000). Models of Teaching and Learning; Where Do They Come From and How Are
They Used? In Models of Teaching (6th ed., Pp. 13-28). Allyn and Bacon.
Suherman, E and Saripuddin,
U, Winataputra. (1991) Learning Strategy for IPS Economics, Module 1-9.
Jakarta: Open University, Department of Education and Culture
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