DISCOVERY LEARNING
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| DISCOVERY LEARNING |
In the study, students areencouraged to discover themselves and transform complex information, checkingnew information that already exists in memory, and to develop into informationor capabilities that suit the environment and times where and when he lived.Curriculum in 2013 embraced the view that the knowledge base can not be movedaway from the teacher to the learner. Learners are subjects that have theability to actively seek, process, construct, and use knowledge. For it mustrespect the learning opportunities provided for learners to construct knowledgein cognitive processes.
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1. Definitions
Strategy discovery learningis a learning theory which is defined as the process of learning that occurswhen students are not presented with a lesson in its final form, but areexpected to organize themselves. As Bruner opinion, that: "DiscoveryLearning can be defined as the learning that takes place when the student isnot presented with the subject matter in the final form, but rather is requiredto organize it him self" (Lefancois in Emetembun, 1986: 103). Which makesthe basic ideas of Piaget Bruner is the opinion which states that a childshould play an active role in learning in the classroom.
Bruner uses a strategycalled discovery learning, where students learn to organize material with afinal form (Dalyono, 1996: 41). The strategy is to understand the concept ofdiscovery learning, meaning, and relationships, through the intuitive processto finally come to a conclusion (Budiningsih, 2005: 43). Discovery occurs whenindividuals are involved, especially in the use of mental processes to findsome of the concepts and principles. Discovery is done via tail observation,classification, measurement, prediction, determination. The process is calledcognitive process itself while the discovery is the mental process ofassimilatig conceps and principles in the mind (Robert B. Sund in Malik, 2001:219).
As a strategy of learning,discovery learning has the same principle with the inquiry (inquiry) andproblem solving. There is no difference of principle in the third term, indiscovery learning is more emphasis on the discovery of concepts or principlesthat were previously unknown. The difference with the discovery is that thediscovery issues that confronted the sort of problems that learners engineeredby the teacher. While the problem is not the result of engineering inquiry, sothat learners have to put all your thoughts and skills to get the findings inthe matter through the research process, while solving more emphasis on theability to solve problems.
2. Concept
In concept learning,discovery learning real strategy is the establishment of categories orconcepts, which can allow for generalization. As Bruner's theory ofcategorization that appear in the discovery, that discovery is the formation ofcategories, or more commonly called coding systems. The formation of thecategories and coding systems thus formulated in terms of the relations (similarityand difference) that occur between objects and events (events). Bruner believesthat a concept or categorization has five elements, and the students said tounderstand a concept when knowing all the elements of the concept include: 1)Name; 2) Examples of both positive and negative; 3) Characteristics, both theprincipal or not; 4) The range of characteristics; 5) Rule (Budiningsih, 2005:43). Bruner explained that the formation of the concept of categorizing twodifferent activities that require different thinking processes. All activitiesinclude identifying and categorizing put examples (objects or events) intoclasses using certain basic criteria.
In the process of learning,Bruner concerned with the active participation of each learner, and be familiarwith the differences in capabilities. To support the learning environmentshould facilitate the curiosity of students in the exploration stage. Thisenvironment is called discovery learning environment, which is an environmentwhere students can explore, new discoveries are not yet known or understandingsimilar to those already known. This environment aims to make the students inthe learning process can work well and be more creative.
In the process of learning,Bruner concerned with the active participation of each learner, and be familiarwith the differences in capabilities. To support the learning environmentshould facilitate the curiosity of students in the exploration stage. Thisenvironment is called discovery learning environment, which is an environmentwhere students can explore, new discoveries are not yet known or understandingsimilar to those already known. This environment aims to make the students inthe learning process can work well and be more creative.
To facilitate a goodlearning process and creative manipulation of materials should be based on thelessons according to the level of cognitive development of learners.Manipulation of teaching materials aimed at facilitating the ability oflearners in thinking (representing what is understood) in accordance with the levelof development. According to Bruner cognitive development occurs through threestages are determined by how the environment, namely: enactiv, iconic, andsymbolic. Enaktiv stage, someone doing activities in an effort to understandthe surrounding environment, that is, in the sense of the world around thechild using motor knowledge, for example through a bite, touch, handle, and soon. Iconic stage, one understands objects or her world through images andverbal visualization. That is, the child learns to understand the world aroundthem through the form of a parable (to appear) and comparison (comparison).Symbolic stage, a person has been able to have ideas or abstract ideas arestrongly influenced by its ability in language and logic. In understanding thesurrounding world children learn through the symbols of language, logic,mathematics, and so on.
In the end, the objectivesin the strategy according to Bruner's discovery learning is to let the teachergives his students the opportunity to become a problem solver, a scientist,historin, or mathematician. And through these activities students will masterit, apply, and find things that are beneficial to themselves. The most obviouscharacteristic of the discovery as a teaching strategy is that after theinitial levels (with the previous) teaching, guidance teachers let more reducedthan in other teaching strategies. This does not mean that the teacher stoppedto provide assistance after a problem is presented to the learner. However, theguidance given is not only reduced but direktifnya students are given greaterresponsibility for their own learning.
3. Excess Application ofDiscovery Learning
1) Helping learners toimprove and enhance the skills and cognitive processes. Discovery efforts arekey in this process, a person depending on how they learn.
2) The knowledge gainedthrough this strategy is very personal and powerful because it strengthens theunderstanding, retention and transfer.
3) Potential joy tostudents, because the growing sense of investigating and successfully.
4) This strategy enableslearners develop rapidly and according to their own pace.
5) Causing learners directtheir own learning activities involving his wits and his own motivation.
6) This strategy can helpstudents reinforce the concept itself, because gaining confidence incollaboration with others.
7) centered on the learnerand the teacher acts equally active issue ideas. Even the teachers can act aslearners, and as a researcher in the discussion situation.
8) Helping learnerseliminate skepticism (skepticism) because it leads to the final truth andcertain or definite.
9) Students will understandbasic concepts and ideas better;
10) Assist and developretention and transfer to the new learning situation;
11) Encourage students tothink and work on their own initiative;
12) Encourage learners tothink and formulate hypotheses own intuition;
13) Provide a decision thatis intrinsic;
14) The situation becomesmore stimulated and learning process;
15) The learning processincludes aspects fellow learners towards the formation of the whole man;
16) Increase the rate ofappreciation in the learners;
17) Possible learners learnby utilizing various types of learning resources;
18) Can develop individualtalents and skills.
4. Operational ImplementationSteps in Learning Process
1) DiscoveryLearning Strategy
a. Determine the purpose oflearning
b. To identify thecharacteristics of learners (initial capabilities, interests, learning styles,and so on)
c. Choosing subject matter.
d. Determining the topics tobe studied are inductive learners (from the examples of generalization)
e. Develop learningmaterials in the form of examples, illustrations, and so the task for learnersstudied
f. Set the lesson topicsfrom simple to complex, from the concrete to the abstract, or from the stageenaktif, iconic to symbolic
g. Conduct assessmentprocesses and learning outcomes of students
2) Application ProcedureDiscovery Learning Strategy
According to Shah (2004:244) in applying the discovery learning strategies in the classroom, there aresome procedures that should be implemented in the teaching and learningactivities in general as follows:
a. Stimulation (stimulation/ granting of stimulation)
First of all at this stagestudents are faced with something that causes confusion, then proceed to notgive a generalization, so that the desire to investigate itself. Besides,teachers can begin by asking questions PBM activities, recommended readingbooks, and other learning activities leading to the preparation of problemsolving. Stimulation at this stage serves to provide the conditions of learninginteractions that can develop and assist learners in exploring material.
b. Problem statement(statement / identification problem)
After stimulation selanjutyastep is to give the teacher an opportunity to students to identify as many aspossible agendas of issues relevant to the lesson material, then one of them isselected and formulated in the form of hypotheses (while the answer to thequestion of issue) (Shah 2004: 244). Give learners the opportunity to identifyand analyze the problems they face, is a useful technique in building learnersso that they are accustomed to find a problem.
c. Data collection (datacollection).
When the ongoing explorationof teachers also provide an opportunity for learners to gather as muchinformation that is relevant to prove the truth of the hypothesis (Shah, 2004:244). At this stage serves to answer the question or prove the truth of thehypothesis, thus students are given the opportunity to collect (collection) ofvarious relevant information, reading literature, watching the object,interviews with informants, conduct their own trials and so on. The consequenceof this is the stage learners learn actively to find something related to theproblems faced, thus inadvertently connecting learners problems with existingknowledge.
d. Data processing (dataprocessing)
According to Shah (2004:244) is a data processing activity to process the data and information that hasbeen obtained by the learners either through interviews, observation, and soon, then interpreted, and everything is processed, randomized, classified,tabulated, even if it is calculated in a certain way and interpreted at a givenconfidence level (Djamarah, 2002: 22). Data processing is also called thecoding coding / categorization that serves as the formation of concepts andgeneralizations. From these generalizations learners will gain new knowledgeabout alternative answer / solution needs to be proof logically
e. Verification (proof)
At this stage learnersperform a careful examination to prove whether or not the hypothesis set outearlier by finding alternatives, associated with the results of data processing(Shah, 2004: 244). Based on the results of the processing and interpretation,or the information, statements or hypotheses that have been formulated earlierwere then checked, whether answered or not, whether proven or not.
f. Generalization (drawconclusions / generalizations)
Stage generalization / drawconclusions is the process of pulling a conclusion can be made and the generalprinciples applicable to all events or the same problem, having regard to theresults of the verification (Shah, 2004: 244). Based on the results ofverification of the formulated principles underlying generalization. Afterdrawing conclusions learners must pay attention to the process ofgeneralization which emphasizes the importance of mastering a lesson on themeaning and rules or principles underlying the extensive experience of aperson, as well as the importance of the process of setting and generalizationof those experiences.
5. System Assessment
In discovery learninginstructional strategies, assessment can be done using tests and non-test.While assessments may be used cognitive assessment, processes, attitudes, orperformance assessments of learners. If penilainnya form a cognitiveassessment, then the discovery learning learning strategies can use the writtentest.
Reading Material
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