Scientific Approach in Learning
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| Scientific Approach in Learning |
A. Definition
Learning the scientificapproach is that the learning process is designed so that learners are activelymengonstruk concept, law or principle through the stages observed (to identifyor find the problem), formulate problems, propose or formulate hypotheses,collect data with a variety of techniques, analyzing the data, draw conclusionsand communicate concepts, laws or principles "found".
Scientificapproach is intended to provide insight to students in recognizing,understanding the various materials using a scientific approach, thatinformation can come from anywhere, at any time, do not rely on the informationin the direction of the teacher. Therefore, it is expected to create learningconditions that will encourage the learners in finding out from various sourcesthrough observation, and not just be told.
Scientificapproach is intended to provide insight to students in recognizing,understanding the various materials using a scientific approach, thatinformation can come from anywhere, at any time, do not rely on the informationin the direction of the teacher. Therefore, it is expected to create learningconditions that will encourage the learners in finding out from various sourcesthrough observation, and not just be told.
The application ofscientific approaches in the learning process involves skills such asobserving, classifying, measuring, predicting, explaining, and conclude. Incarrying out these processes, teacher assistance is needed. However, theteacher must aid decreases with increasing adult student or the higher gradestudents.
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Scientific method isparticularly relevant to the three learning theories, namely the theory ofBruner, Piaget, and Vygotsky's theory. Bruner theory of learning is calleddiscovery learning theory. There are four main things related to learningtheories of Bruner (in Carin & Sund, 1975). First, only individuals learnand develop his mind when he uses his mind. Second, by performing the cognitiveprocesses in the discovery process, students will acquire the intellectualthrill and satisfaction is intrinsic rewards suatau. Third, the only way that aperson can learn the techniques of doing discovery is that it has a chance todo discovery. Fourth, to make the discovery will strengthen memory retention.Four of the above is consistent with the cognitive processes required inlearning to use the scientific method.
Piaget's theory, statingthat the study related to the formation and development of the schema (pluralschemata). The scheme is a cognitive mental structures or structures with whicha person is intellectually adapt and coordinate the surrounding environment(Baldwin, 1967). The scheme has never stopped changing, the schemata of a childwill develop into adults schemata. The process that leads to changes inschemata called adaptation. The process of formation of this adaptation can bedone in two ways: assimilation and accommodation. Assimilation is the cognitiveprocess by which one can integrate stimuli of perception, concepts, laws,principles, or new experiences into existing schemes in mind. Accommodation mayinclude the formation of a new scheme that can match the characteristics of theexisting stimulus or modify existing schemes to match the characteristics ofthe existing stimulus. In the learning necessary to balancing or equilibrationbetween assimilation and accommodation.
Vygotsky, the theory statesthat learning occurs when students work or study dealing with tasks that havenot been studied, but the tasks were still within the range of abilities ortasks that are in a zone of proximal development area is located between thecurrent level of child development are defined as a problem-solving abilitiesunder the guidance of an adult or more capable peers. (Nur and Wikandari, 2000:4).
Learning the scientificmethod has the following characteristics:
1) centered on the student.
2) involves the scienceprocess skills in constructing the concept, law or principle.
3) involves the cognitiveprocesses of potential in stimulating the development of intellect, especiallyhigh-level thinking skills of students.
4) be able to develop thecharacter of students.
B. The purpose of learningthe scientific approach
The purpose of learning thescientific approach based on the advantages of the approach. Sometujuanembelajaran the scientific approach are:
1) to improve the ability ofintellect, especially high-level thinking skills of students.
2) to establish the abilityof the student in solving a problem in a systematic way.
3) the creation ofconditions for learning in which students feel that learning is a necessity.
4) obtaining results of highlearning.
5) to train students in thecommunication of ideas, especially in writing a scientific article.
6) to develop the characterof students.
C. Learning principles withscientific approach
Some of the principles ofscientific approaches in the learning activities are as follows:
1) student-centered learning
2) learning form thestudents' self-concept
3) avoid the verbal learning
4) learning provides anopportunity for students to assimilate and accommodate the concepts, laws, andprinciples
5) leads to an increaselearning ability of students to think
6) learning increasesstudent motivation and motivation of teachers to teach
7) provides the opportunityfor students to practice skills in communication
8) the process of validationof the concepts, laws and principles which students constructed in cognitivestructure.
2. Common Measures ofLearning with Scientific Approach
The learning process at alllevels of the curriculum in 2013 to be implemented by using a scientificapproach (scientific). Step-by-step scientific approach (scientific appoach) inthe learning process includes collecting information through observation,question, experiment, and then process the data or information, present data orinformation, followed by analyzing, reasoning, then concluded, and create. Forthe subjects, materials, or certain situations, it may be a scientific approachis not always appropriately applied procedurally. In this condition, of course,the learning process must continue to implement the values or scientificnature and avoid the values or non-scientific nature. Scientific approach inthe study are presented as follows:
a. Observed (observation)
Method of prioritizingmeaningfulness observe the learning process (learning meaningfull). This methodhas certain advantages, such as the media presents a real object, learnershappy and challenged, and easy implementation. The method is very useful forobserving the curiosity fulfillment learners. So that the learning process hasa high significance. Activity observed in the study as presented inPermendikbud No. 81a, let the teacher opened wide and varied opportunities forstudents to make observations through the following activities: look, listen,hear, and read. The teacher facilitates the students to make observations,training them to pay attention (see, read, hear) things that are important froman object or objects. As expected competencies are trained seriousness,thoroughness, and look for information.
b. inquire
In observing the activity,the teacher opens wide opportunities for learners to ask questions about whathas been seen, listened to, read or seen. Teachers should guide students to beable to ask questions: questions about the observed object to the concreteuntil Abstra regard to facts, concepts, procedures, or even something moreabstract. Factual questions until the question is hypothetical. Of situationsin which learners are trained using the questions from the teacher, the teacherstill needs help to ask a question to a level where students are able to askquestions independently. Of the two activities generated a number of questions.Through the activities developed curiosity asks learners. The more trained inasking the curiosity can be developed further. Question stretcher became thebasis for the search for further information and a variety of specified sourcesto specified teacher learners, from a single source to source diverse.
The "inquire" inlearning activities as presented in Permendikbud No. 81a in 2013, is askingquestions about information that is not dIlmu Alamhami knowledge of what isobserved or questions to obtain additional information about what is observed(starting from factual questions to the questions that are hypothetical). Thecompetencies expected in this activity is to develop creativity, curiosity, theability to formulate questions to establish the critical thinking necessary forintelligent life and lifelong learning.
c. collecting Information
The "gatheringinformation" is a follow up of asking. This activity is done by diggingand collecting information from various sources through a variety of ways. Forthat learners can read more books, pay attention to the phenomenon or objectthat is more accurate, or even do experiments. From these activities a numberof the information collected. In Permendikbud Number 81a In 2013, informationgathering activities conducted through experimentation, reading sources otherthan textbooks, observing the objects / events / activities interviews withresource persons and so on. As expected competencies is to develop an attitudeconscientious, honest, polite, respect the opinions of others, the ability tocommunicate, implement the ability to gather information through a variety ofways to learn, develop the habit of learning and lifelong learning.
d. Associate / ProcessInformation / reasoning
The "associate /process information / reasoning" in learning activities as presented inPermendikbud No. 81a in 2013, is to process the information that has beencollected both from the results of the limited collecting / experiments andobserve the results of the activities and information gathering activities.Processing the information gathered from that is to add breadth and depth tothe information processing that are looking for solutions from a variety ofsources that have a different opinion to the contrary. This activity is carriedout to find the relationship of the information with other information, findpatterns of linkage information. As expected competencies is to develop anattitude to be honest, meticulous, disciplined, law-abiding, hard work, abilityto implement procedures and inductive and deductive thinking skills inconcluding.
This activity is also termedas the activity of reasoning, which is a process of thinking logically andsystematically over-the empirical facts that can be observed to obtain aconclusion in the form of knowledge. Make sense in the context of learningactivities on the Curriculum 2013 with many scientific approach refers totheories of learning associations or associative learning. The term refers tothe association in learning kemamuan associate classify diverse ideas anddiverse events to then put it into a fragment of memory. During special eventstransfer to the brain, stored in a reference to the experience of other events.The experiences that have been stored in memory and related brain interactswith previous experience already available.
e. draw conclusions
Concluded in learning activitieswith a scientific approach is a continuation of the activities of process dataor information. Having found a link between information and find variouspatterns of these linkages, then together in a single group, or individually tomake a conclusion.
f. communicating
In scientific approachteachers are expected to provide opportunities for learners to communicate whatthey have learned. This activity can be done by writing down or telling what isfound in information-seeking activities, associate and find patterns. Theseresults disampikan in class and rated by teachers as the study of students orgroups of students such. Activity "communicate" in learningactivities as presented in Permendikbud No. 81a in 2013, is conveying the observations,conclusions based on the results of the analysis of oral, written, or othermedia.
The competencies expected inthis activity is to develop the attitude of honest, conscientious, tolerance,the ability to think systematically, to express their opinions briefly andclearly, and to develop good language skills and correct.
3. The Application of theScientific Approach to Learning
Learning activities includethree main activities, namely the preliminary activities, core activities, andclosing activities. Preliminary event aims to create an atmosphere of effectiveearly learning that enables students can follow the learning process well. Forexample, when the start of learning, the teacher greets the children excitedand happy tone (say hello), check the presence of the student and ask thestudent's absence if one is not present.
In the scientific method isthe main purpose of the preliminary activities solidify students' understandingof the concepts that have been mastered with regard to the subject matter that willbe studied by the students. In this activity the teacher should strive forstudents who do not understand a concept can understand these concepts, whilestudents who had misconceptions, such errors can be eliminated. In thepreliminary activities, suggested teacher showed the phenomenon or event"strange" or "odd" (discrepant event) that can inspire theemergence of questions on students.
Core activity is the mainactivity in the learning process or in the process of mastery learningexperience (learning experience) students. Core activity in learning is aprocess of formation of the student experience and capabilitiesprogrammatically implemented within a certain time duration. Core activities inthe scientific method is intended to terkonstruksinya concept, law or principleby students with the help of the teacher melalaui activity measures given inadvance.
Cover activities aimed attwo main things. First, the validation of the concept, or principle of lawwhich has been is constructed by students. Secondly, the subject matter ismastered enrichment students
Examples of preliminaryactivities, core activities, and closing activities are given below.
Examples of preliminaryactivities:
1) Saying greetings
2) Teacher recalls theconcepts that have been learned by the students associated with the newmaterial that will be taught. For example in maple NATURAL SCIENCES, theteacher asks the concept of a solution and its components before learningacid-base material. For SOCIAL SCIENCES, eg using apperception about the floodsthat occur frequently. Where, when, and why it could happen, who are often thevictims, what the flood affected people in the face of the disaster.
3) Delivering the learningobjectives.
Examples of Core Activities
1) Observe:
In maple NATURAL SCIENCES,teachers ask students to observe a phenomenon. For example in maple NATURALSCIENCES teacher asks the students to observe the nature of the solutionobtained from extracts of star fruit or tomatoes. The phenomenon can also begiven in the form of video. In maple SOCIAL SCIENCES example is the phenomenonthat is observed images (photographs, slides) about the forest bare, heavyrain, people littering, the river overflowed, flooding large. slide, or a videoclip about the flood disaster somewhere.
2) inquire:
In maple NATURAL SCIENCES,students ask questions about a phenomenon. For example, students questioned"Why star fruit extract solution or tomatoes taste sweet and salty".For example in maple SOCIAL SCIENCES is "Are the causes and effects offlooding could occur in space and time are the same or different?"
3) reasoning to propose ahypothesis:
For example, in mapleNATURAL SCIENCES students proposed that taste sweet and sour at the solutionenkstrak star fruit or tomatoes caused by a substance that has a sweet tasteand a substance that has a sour taste. The students' opinion is a hypothesis.Hypothetical example in maple SOCIAL SCIENCES is Flood (due) and deforestation(cause) can be: a) occurred at the same place b) occurred in different places.
4) Collecting Data:
In maple NATURAL SCIENCES,student teachers collect data or provide data on the components contained inthe extract solution of star fruit or tomatoes.
5) Analyzing the data:
Students analyze the dataprovided by the teacher. Analysis of the data in SOCIAL SCIENCE, for example,students are encouraged to read pages 2-6 students on concepts of space, time,connectivity, and social interaction. These concepts associated with informationor baseline data, questions and hypotheses, and the data collected.
6) Drawing conclusions
In maple NATURAL SCIENCES,students draw conclusions based on the results of the analysis they do. Forexample, the students concluded that the sweet taste in the solution of starfruit or fruit extract tomato caused by the presence of sugar, while the sourtaste is caused by the presence of acid. Examples of the conclusions drawn inthe example SOCIAL SCIENCE rain causes flooding in Jakarta, Bogor showed anassociation antarruang and time.
7) Communicating:
In this step, students cansubmit their work orally or in writing, for example through grouppresentations, discussion, and question and answer.
Examples of ClosingActivities:
1) In NATURAL SCIENCES maple,for example, teachers ask students to express the concept, principle or theorythat has been is constructed by students.
In SOCIAL SCIENCE maple, forexample, students were asked to describe examples of linkages antarruang andtime, for example the relationship between villages and cities.
2) In maple and maple NATURALSCIENCES another, teachers can ask students to increase their understanding ofthe concepts, principles or theories that have been studied from textbooks thatare relevant or other resources. Examples in maple NATURAL SCIENCES above canalso be used in maple SOCIAL SCIENCE.
3) In maple NATURAL SCIENCES,SOCIAL SCIENCES maple, maple and others, the teacher can give some websites onthe internet relating to the concepts, principles or theories that have beenlearned by the student, then the teacher asks the students to access thesesites.
4. technique in theassessment of learning with a scientific approach
Assessment on learning thescientific approach includes process assessment, product assessment, andattitude assessment. Assessment on 3 aspects can be explained as follows.
a. Or skills assessmentprocess, conducted through observation as students work group, individual work,discussions, presentations or when using performance observation sheet.
b. Product assessment isunderstanding the concepts, principles, and laws made by a written test.
c. Attitude assessment,through observation as students work group, individual work, discussions,presentations or when using the observation sheet attitudes.
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