The method is the means used by teachers in conducting classroom teaching and learning in an effort to achieve the learning objectives have been set.
Lecture method.
In the lecture method of teaching and learning undertaken by teachers are generally dominated by lectures.
In Learning Elementary Education Technology (ICT), there are several commonly used method possible, including:
a. Method FAQ
Method of questioning is a way to manage learning by mengahasilkan questions that lead students to understand the material. FAQs method will become effective when the material is a topic of discussion interesting, challenging and has a high application value. The questions posed varied, including closed questions (questions that only one possible answer) and open-ended questions (questions with many possible answers), and presented in an interesting way.
b. Discussion Methods
Discussion method is a way to manage learning by presenting material through problem solving, or systems analysis technology products whose solutions are very open. A discussion supporting the activity of students assessed when the discussion involving all members of the discussion and results in a problem-solving.
If this method is well managed, the enthusiasm of students to engage in this forum is very high. Tata way is as follows: there should be a discussion leader, a topic of discussion should be clear and engaging, participants can receive and give, and the atmosphere of discussion without pressure.
c. Giving Methods Task
The method of assignment is a way of teaching or presentation of the material through the assignment of students to do a job. Giving the task can be individually or group. Giving the task to each student or group can be the same and may also differ.
In order to support the success of the task of learning process, then: 1) the task should be done by students or groups of students, 2) the results of these activities can be followed up with presentations by students from one group and responded to by students from other groups or by teachers who concerned, and 3) at the end of the existing conclusions.
d. Experimental Methods
Experimental method is a way of managing learning in which students conduct experiments with the activity of experience and proved himself one who learned. In this method, students are given the opportunity to experience for yourself or make your own by following a process, observing an object, analyze, demonstrate and draw your own conclusions about the object it studies. In the ICT, many experiments performed on systems pembelajarananalisis approach to product engineering or materials.
Experiments can be done through individual or group activities. It depends on the purpose and meaning of the experiment or the number of tools available. This experiment can be done with the demonstration, when the tool is available only one or two devices.
e. Demonstration Method
Method of demonstration is a way of learning management by demonstrating or showing the students a process, situation, object, or the workings of a technology product that is being studied. Demonstrations can be done by showing either actual objects, models, or copies and accompanied by verbal explanations.
Demonstrations will be active if done well by teachers and then performed by students. This method can be limited to activities that tool but will be done continuously and repeatedly by the students.
f. Methods Tutorial / Guidance
Tutorial method is a learning management process carried out through a process of guidance provided / performed by teachers to students either as individuals or small groups of students. Besides other methods, learning Technology Education Association, this method is widely used, especially when students are engaged in group work.
The role of the teacher as a facilitator, moderator, motivator and mentor is needed by students to accompany them to discuss and complete tasks
Implementation of the tutorial method can be performed as the following example:
- Consider a class of materials in Workmanship Wood 2, the first period is used in a classical form of activity to explain in general about the theory and principles.
- Then the students were divided into four groups to discuss different subjects, the rotation is then performed between groups.
- While students are studying and doing assignments, teachers around among the students, hearing, explained the theory, and guide them to solve problemanya.
- With the help of teachers, students acquire the habit of how to find the necessary information, self-study and think alone.
Attention may be given more intensive teacher to students who are running the tools that have not been used.
2. METHOD PROJECT
Project method is a way of teaching that provides opportunities for students to use units of daily life as a lesson. Intended to make students interested in learning.
a. Excess Project Methods
1) It can break down the mindset of a narrow pupils become more extensive and thorough in looking at and solving problems encountered in life.
2) Through this method, fostered by familiarizing students apply knowledge, attitudes, and skills with the integrated, the expected practical and useful in everyday life.
b. Disadvantages Method Project
1) Curriculum prevailing in our country today, either vertically or horizontally, not to support the implementation of this method;
2) Organizational learning materials, planning, and implementation of this method is difficult and requires special expertise of teachers, while teachers are not prepared for this;
3) Must be able to choose topics appropriate unit needs students, sufficient facilities, and have the resources needed to learn;
4) The material is often a broad lessons that can obscure the basic unit are discussed.
5. METHOD DISCUSSION
Discussion is to provide alternative answers to help solve various problems of life. With a record of issues to be discussed must be mastered in depth.
a. Excess Method Discussion
1) sensitize the students that the problem can be solved by various ways and not one road (one answer only).
2) sensitize the students that by discussing them with each other to express opinions in a constructive manner so as to obtain a better decision.
3) Allowing students to listen to different opinions of others even with their own opinions and get used to being tolerant.
b. Disadvantages Methods Discussion
1) Can not be used on a large group;
2) The discussion participants had limited information;
3) Can be controlled by people who love to talk, and
4) Usually people want a better approach for ¬ mal.
6. METHOD OF EXERCISE
Training methods (driil) also called the method of training, which is a way of teaching to inculcate certain habits. Also, as a means to maintain good habits. In addition, this method can be used to obtain a dexterity, precision, opportunities, and skills.
a. Excess Exercise Methods
1) Can be to acquire motor skills, such as writing, recite the letters, making and using tools.
2) Can be to acquire the mental skills, such as in multiplication, addition, subtraction, division, tanda-tanda/simbol, and so on.
3) Can be habit-forming and increase accuracy and speed of execution.
b. Lack Exercise Methods
1) Inhibit the talent and initiative of students because more students were taken to the adjustment and directed to the remote and understanding.
2) Creates a static adjustment to the environment.
3) Sometimes the exercises are carried out repeatedly is a monotonous and boring easily.
4) Can lead to verbalisme.
7. PICTURE AND PICTURE
Steps:
1. Teachers deliver the competencies to be achieved
2. Presenting the material as an introduction
3. Teacher shows / showed pictures of the activities related to the material
4. Master points / call the students alternately install / sort the pictures into a logical sequence
5. The teacher asks the reason / rationale for the image sequence
6. Of the reason / sequence of images of teachers started menamkan concepts / materials in accordance with the competencies to be achieved
7. Conclusion / summary
8. Numbered HEAD TOGETHER ((HEAD numbered) (Spencer Kagan, 1992)
Steps:
1. Students are divided into groups, each student in each group was given a number
2. The teacher gives the task and each group do
3. The group discussed the correct answers and make sure each member of the group can do / find out the answer
4. Teacher calls one of the numbers of students with the called number to report the results of their cooperation
5. The response from another friend, then the teacher pointed to another number
6. Conclusion
9. COOPERTIVE SCRIPT (DANSEREAU CS., 1985)
Script cooperative:
method of learning where students work in pairs and take turns verbally summarize, portions of the material studied
Steps:
1. The teacher divides the students to pair up
2. Teachers share the discourse / materials for each student to read and create a summary
3. Teachers and students determine who first acts as speaker and who will act as listener
4. Speakers read the summary as complete as possible, by incorporating the main ideas in summary.
While the listener:
• Listening / correcting / show the main ideas of the incomplete
• Helping to remember / memorize basic ideas by connecting with the previous material or other material
5. Exchanging the role, initially as a listener and the speaker exchanged vice versa. And do as above.
6. Conclusions Students with Teacher
7. Cover
10. Numbered HEAD STRUCTURE (MODIFICATION NUMBER OF HEADS)
Steps:
1. Students are divided into groups, each student in each group was given a number
2. Assignment given to each student based on the number of sequential tasks
For example: students are number one record in charge of question. Students work on the problems number two and number three students reported the results of the work and so on.
3. If necessary, the teacher could ask the cooperation between groups. Students told to get out of his group and joined together with several students numbered each of the other groups. On this occasion the students with the same tasks can help each other or to match the results of their cooperation
4. Report the results and responses from the other groups
5. Conclusion
11. Jigsaw (MODEL TEAM EXPERTS) (Aronson, Blaney, Stephen, Sikes, AND SNAPP, 1978)
Steps:
1. Students are grouped into = 4 team members
2. Each person in the team is given a different part of the material
3. Everyone on the team were given the assigned material
4. Members from different teams who have studied the part / sub-same chapter meeting in the new group (expert group) to discuss their section
5. Having completed the discussion as a team of experts each member back to the original group and take turns teaching their teammates about their section control and every other member listened intently
6. Each team of experts presented the results of discussions
7. Teacher evaluation
8. Cover
12. Articulation
Steps:
1. Teachers deliver the competencies to be achieved
2. The teacher presents the material as usual
3. To determine the absorption of students, form groups of two pairs
4. Assign one student from the couple told the new material received from the teacher and her partner heard while making little notes, then switch roles. Likewise, other groups
5. Assign students to take turns / encryption convey the results of interviews with friends partner. Until most students have submitted the results of interview
6. Teacher repeats / re-defines the material if the student has not understood
7. Conclusion / closing
13. Mind Mapping
Very good for students' prior knowledge or to find alternative answers
Steps:
1. Teachers deliver the competencies to be achieved
2. Teachers put forward concepts / issues to be addressed by students and should be alternative answers to problems that have
3. Form a group whose members are 2-3 people
4. Each group inventory / record of discussion of alternative answers
5. Each group (or a particular group randomized) reading the results of their discussion and teachers' notes on the board and classified according to the needs of teachers
6. From the data on the board students are asked to make inferences or teacher gives the comparison according to the concept provided the teacher
14. MAKE - A MATCH (LOOKING FOR A PARTNER)
Steps:
1. The teacher prepared some cards that contain some of the concepts or topics suitable for the review session, otherwise the part about the card and other parts of the answer cards
2. Each student gets one card
3. Each student think of an answer / question of cards held
4. Every student looking for a partner who has a card that matches the card (about the answers)
5. Any student who can match his cards before the deadline given points
6. After one round of cards shuffled again so that each student receives a card that is different from previous
7. So forth
8. Conclusion / closing
15. THINK PAIR AND SHARE (FRANK Lyman, 1985)
Steps:
1. Teachers deliver the core content and competencies to be achieved
2. Students are asked to think about the material / problems presented teachers
3. Students are asked to pair up with friends next door (group 2) and express the ideas of each
4. Teachers led small plenary discussion, each group put forward the results of discussions
5. Starting from these activities, teacher directed the conversation to the subject matter and add material that has not disclosed the students
6. The teacher gives the conclusion
7. Cover
16. Exchanging COUPLE
Steps:
1. Each student gets one pair (the teacher can refer students to choose their own spouse or partner).
2. Teachers give students assignments and tasks with a partner.
3. After completion of each pair to join with one partner to another.
4. Both of the couple exchanging pair, then this new pair ask each other and seeks to ensure their answers.
5. The new findings obtained from the exchange partner and then distributed to the original pair.
17. Snowball Throwing
Steps:
1. Teachers deliver the material to be presented
2. Teachers form groups and call each group leader to give an explanation about the material
3. Each group heads back to his group, respectively, and then explain the material submitted by teachers to a friend
4. Then each student is given one sheet of paper, to write down one question concerning any matter that has been described by the group leader
5. Then the paper containing the questions were made as a ball and thrown from one student to another student for ± 15 minutes
6. After the students get one ball / one question is given the opportunity to students to answer questions written in the papers are alternately spherical
7. Evaluation
8. Cover
18. CRUSH WORD
Media:
Create a card the size of 10x10 cm and fill characteristics or other words that lead to the answer (the term) on the card that want to guess.
Create a card the size of 5x2 cm to write words or terms that would guess (this card will be folded and taped to the forehead ataudiselipkan in the ear.
Steps:
1. The teacher explains the competencies to be achieved or material ± 45 minutes.
2. The teacher told the students stand in pairs in front of the class
3. A student is given a card measuring 10 × 10 cm which was read to a partner later. A student who were given a card that measures 5 × 2 cm that it should not be read (folded) and then pasted on the forehead or ear tuck.
4. While the students carry the card 10 × 10 cm read the words written in it while her partner to guess what is in the cards 10 × 10 cm. correct answer when appropriate to the contents of the card taped to the forehead or ears.
5. If the answer is right (as written on card) then the couple should sit down. If not exactly at a predetermined time may be directed to the other words just do not give direct answers.
6. And so on
SAMPLE CARDS
The company was his responsibility is not limited
Owned by 1 person
No formal organizational structure
When profit is owned, taken alone
NAH ... ... WHO ME?
The answer: INDIVIDUAL COMPANY
19. TOUR GROUPS
This means that each group member gets the opportunity to contribute their views and ideas and listen to other members
The trick ... ... ... ....?
1. One student in each group to assess by giving their views and thoughts on the tasks that they are doing
2. The next student also contributed
3. So forth workable speech turn clockwise direction of rotation or from left to right
20. COURSE REVIEW HORAY
Steps:
1. Teachers deliver the competencies to be achieved
2. Teachers demonstrate / present material
3. Giving students the opportunity questions and answers
4. To test comprehension, students are told to make a box 09.16.25 suit the needs and numbers of each box is filled in accordance with the tastes of each student
5. Teacher reading the questions at random and children write the answer in the box whose number is mentioned teachers and directly discussed, if properly filled in correctly mark (Ö) and Salan filled a cross (x)
6. Students who have got marks Ö vertical or horizontal, or diagonal horay have to shout or chant ... More
7. Student scores are calculated from the number of correct answers obtained horay
8. Cover
4. Lecture method plus
Plus the lecture method of teaching methods that use more than one method, namely the lecture method lainnya.Dalam join with this method the authors will describe methods of lecture plus three kinds, namely:
a. Lecture plus question and answer methods and tasks (CPTT).
This method is a method of teaching a combination of lectures with question and answer and administration tasks.
This mix of methods should ideally be done secar order, namely:
1). Delivery of content by teachers.
2). Giving opportunity to ask for between teachers and students.
3). Giving the task to students.
b. Method of lectures plus discussions and assignments (CPDT)
This method is done in an orderly manner in accordance with the order pengkombinasiannya, the first teacher describes the subject matter, then hold a discussion, and finally gave the task.
c. Method demonstrations and lectures plus exercises (CPDL)
This method is a combination of activities dalah describe the subject matter with demonstrated activity and exercise (drill)
5. Recitation method (Recitation method)
Recitation method is a method of teaching where students are required to make a resume with your own sentences (http://re-searchengines.com/art05-65.html).
Excess recitation of the following methods:
a. The knowledge students gain from learning the results themselves will be remembered longer.
b. Protégé the opportunity to foster the development and the courage to take initiative, responsibility and stand-alone (Syaiful Bahri Djamarah, 2000)
Weaknesses recitation method as follows:
a. Sometimes students committed fraud in which students simply imitate the apartment without a job do not bother yourself.
b. Sometimes the task is done by others without supervision.
c. Difficult to meet the tasks that individual differences (Syaiful Bahri Djamarah, 2000)
6. Experimental methods (Experimental method)
Experimental method is a method of giving students opportunities to individuals or groups, to be trained to do a process or experiment. Djamarah Syaiful Bahri, (2000)
Experimental method is a teaching method that uses a particular and performed more than once. For example in the laboratory.
Excess experimental method as follows:
a. This method can make the students more confidence in the correctness or conclusions based on the experiment itself rather than just accept the word of teachers or books.
b. Students are able to develop the attitude to hold exploratory study (exploring) about science and technology.
c. With this method would terbina man who can bring new breakthroughs with the discovery as a result of an experiment that is expected to benefit the welfare of human life.
Shortage of experimental methods as follows:
a. Insufficient tools do not lead to any students had the opportunity to experiment.
b. If the experiment requires a longer period of time, students must wait to continue the lesson.
c. This method is more appropriate to present the fields of science and technology.
According Roestiyah (2001:80) method of experimentation is a way of teaching, where students conduct an experiment on something, watch the process and write the results of the experiment, then the observation was delivered to the classroom and evaluated by teachers.
Use of this technique has the objective to make students able to search and find your own answers or various problems faced by conducting the experiment itself. Also students can be trained in a scientific way of thinking. With eksperimn students find evidence of the truth of the theory of something that is being studied.
In order to use an experimental method is efficient and effective, it is necessary to consider the following matters: (a) In the experiment each student must hold a trial, then the number of tools and materials or experimental material should be enough for each student. (B) In order for the experiment did not fail, and students find convincing evidence, or perhaps the results are not dangerous, then the condition of equipment and the quality of the experimental material used must be good and clean. (C) in the experiment and the concentration of students need to be careful in observing the process of experiment, then there is need for a long time, so they found evidence the truth of the theory learned it. (D) Students in the experiment is being studied and practiced, then it needs to be given clear guidance, because they are in addition to gaining knowledge, experience and skills, as well as mental maturity and attitudes need to be taken into account by the teacher in choosing the object of the experiment. (E) Not all problems can be dieksperimenkan, such as problems concerning psychiatric, some aspects of human social life and beliefs. Another possibility for a very limited tool, so the problem does not bias the experiment because the appliance has not been held there.
Experimental procedure according to Roestiyah (2001:81) is: (a) It should be explained to the students about the purpose of experiments, they must understand the issues that will be proven through experiments. (B) briefed the students about the tools and materials that will be used in the experiment, the things that should be tightly controlled, experimental sequence, the things that need to be recorded. (C) During the experiment lasted teacher must supervise students' work. If you need to give advice or the questions that support the perfection of the course of experiments. (D) Once the experiment is completed the teacher should collect the students' research results, discuss in class, and evaluate the tests or questioning.
Experimental method according to Djamarah (2002:95) is a way of presenting a lesson in which students conduct experiments with the experience learned something. In the process of teaching and learning, with the experimental method, students are given the opportunity to experience for yourself or do your own, follow a process, observing an object, situation or process anything. Thus, students are required to experience for yourself, seek the truth, or trying to find a law or proposition, and draw conclusions from the process of going through it.
Experimental method has advantages and disadvantages as follows:
Pros experimental methods: (a) Make the students more confidence in the correctness or conclusions based on experiments. (B) in nurturing students to make breakthroughs with the discovery of the results of experiments and beneficial to human life. (C) These experimental results are valuable can be utilized for the prosperity of mankind.
Shortage of experimental methods:
(A) This method is more suitable for areas of science and technology. (B) this method requires a variety of facilities equipment and materials that are not always easy to obtain and sometimes expensive. (C) This method requires thoroughness, tenacity and fortitude. (D) Each trial is not always deliver the expected results because there may be certain factors that are beyond the reach capability or control.
According to Schoenherr (1996) cited by Palendeng (2003:81) the experimental method is a method that is appropriate for the learning science, because the experimental method is able to provide learning conditions that can develop thinking skills and creativity optimally. Students are given the opportunity to develop their own concepts in cognitive structure, can then be applied in life.
In the experimental method, teachers can develop physical and mental engagement, and emotional students. Students have the opportunity to practice skills learned process in order to obtain maximum results. Experience that are directly embedded in his memory. Involvement of physical and mental and emotional students are expected to be introduced in a way or learning conditions that can foster a sense of confidence and also the behavior of innovative and creative.
Learning with experimental methods to train and teach students to learn concepts of physics as well as a scientist of physics. Students actively learn by following the stages of learning. Thus, students will find themselves the concept according to the results obtained during learning.
Learning with the experimental method according to Palendeng (2003:82) include the following stages: (1) initial experiments, the learning begins by conducting experiments that demonstrated the teacher or by observing natural phenomena. This demonstration shows the problems associated with the material to be studied physics. (2) observation, the students' activities while the teacher do the experiment. Students are expected to observe and record the event. (3) hipoteis early, while students can formulate hypotheses based on observations. (4) verification, the activities to prove the truth of the initial allegations that have been formulated and carried out through group work. Students are expected to formulate the results of the experiment and make conclusions, then the results can be reported. (5) application of concepts, the students formulate and find the concepts, the results are applied in life. This activity is strengthening the concept that has been studied. (6) evaluation, the final activity after a single concept.
Application of the experimental method of learning will help students to understand the concept. Understanding the concept can be known if the student is able to express verbally, written, or application in his life. In other words, students have the ability to explain, say, give examples, and apply concepts related to the subject.
Experimental method according to Al-pharisaism (2005:2) is a method that starts from a problem to be solved and the working procedures adhered to the principles of scientific method.
7. Methods Study Tour
Methods of the field trip is a teaching method designed in advance by educators and students are expected to make a report and discussed along with other learners as well as accompanied by educators, who then recorded.
Excess field trip the following methods:
a. Trips to apply the principles of modern teaching environment that utilizes real in teaching.
b. Makes the material learned in school becomes more relevant to the realities and needs that exist in society.
c. Teaching can further stimulate the creativity of children.
Shortage of field trip the following methods:
a. Requires preparation involving many parties.
b. Require the preparation of planning.
c. Recreational trips are often an element in priority than the primary goal, while the elements neglected his studies.
d. Requires closer scrutiny of every move students in the field.
e. The cost is quite expensive.
f. Requires responsibility for teachers and school field trips and safety smoothness protege, especially long-term and distant trips.
Sometimes in the process of learning students need to be out of school, to a certain meninjautempat or other objects. According Roestiyah (2001:85), the field trip is not just recreation, but to learn or deepen their learning by looking at reality. That said the field trip technique, is implemented by way of teaching invites the student to a particular place or object outside the school to learn or investigate something like reviewing a shoe factory, a car repair shop, department store, and so on.
According Roestiyah (2001:85), the field trip technique was used because it has the following objectives: By conducting the field trip is expected that students can gain direct experience of the object seen, can also appreciate a person's job duties and responsibilities may be asked by the road so they able to solve the problems it faces in the lesson, or general knowledge. Also they can see, hear, examine and try what it faces, so that later can draw conclusions, and simultaneously in the same time he could learn some subjects.
In order to use the field trip technique can be effective, then the implementation needs to memeperhatikan steps as follows: (a) Preparation, in which teachers need to establish clear learning objectives, considering the selection of techniques, contact the leader of the object to be visited to discuss things, the preparation of plans cook, divide the chores, preparing facilities, the division of students in the group, and sent a messenger, (b) Implementation of the field trip, where the group leader helped set things up other officers, fulfilling a predetermined order together, watch officers on the each section, as well as group tasks in accordance with its responsibilities, and provide guidance when necessary, (c) End of field trip, at the time the students held discussions on all things travel work, prepare reports or papers containing the conclusions obtained, follow up results of the field trip activities such as creating graphs, drawings, models, diagrams, and other tools and so on.
That's why the field trip technique has advantages can be summed up as follows: (a) Students may berpartisispasi in the various activities undertaken by officers on the object's field trip, as well as direct experience and appreciate what they do. Which is not obtainable in school, so the opportunity to develop their special talents or skills, (b) Students can view the various activities of the officers individually and in groups and lived directly which will deepen and broaden their experience, (c) the opportunity These students can ask for, find the first sources of information to solve all problems encountered, so that they might find evidence of his theory, or try out his theories into practice, (d) With the object of the review that students can acquire a variety of knowledge and experience integrated, not separated and integrated.
Use of the field trip technique is still too there are limitations that need to be considered or addressed to the implementation of this technique can be effective and efficient, is as follows: The work is usually done outside the tourism school, so maybe the place was very far distance outside of school, it is necessary transportation use, and it certainly requires a great cost. Also must have used a longer time than school hours, so not to disturb the smoothness of the other lesson plans. High costs are sometimes not affordable by the students will need help from the school. When you place far away, then teachers need to think in terms of security, the ability of students to travel, the need to clarify the rules that apply specifically in projects or things that are dangerous.
Suhardjono (2004:85) reveals that the methods of the field trip (field-trip) has the following advantages: (a) Provide technical information, to the participants directly, (b) Provide the opportunity to see the activities and practices in the reality or the actual implementation, (c ) Provide an opportunity to better appreciate what has been learned so that more successful, (d) membei opportunity for participants to see where the participants were shown the latest technological developments.
While the lack of a method according to Suhardjono Field Trip (2004:85) is: (a) Time consuming when locations are visited much of the training center, (b) Sometimes it is difficult to get permission from the head of employment or office to be visited, (c) transportation costs and expensive accommodation.
According Djamarah (2002:105), at the time of teaching and learning students need to be out of school, to review a particular place or another object. It was not just recreation but to learn or deepen their learning by looking at reality. Therefore, said the field trip technique, which is implemented by way of teaching invites the student to a particular place or object outside the school to learn or investigate something like reviewing pawnshop. Many terms used in the methods of work of this tour, like widya tours, study tours, and so on. Field trip there in a short time, and some are within a few days or a long time.
Method of study tours have several advantages, namely: (a) The work of teaching the principles of modern resorts have a real use in teaching environments, (b) Making what is learned in school more relevant to the realities and needs in the community, (c) a similar teaching can be more stimulate students' creativity, (d) Information as a broader and actual lessons.
Shortage of field trip methods are: (a) Facilities required and the cost involved is difficult to be provided by students or school, (b) It requires preparation and planning, (c) requires coordination with teachers of other subjects in order to avoid overlap in time and activities during the field trip, (d) in the work are often unsure leisure travel becomes more of a priority than the primary goal, while elements of his study to be neglected, (e) It is difficult to set a lot of students in the course and direct them to the activities of a study into the problems .
Method of field trips or study tours by Mulyasa (2005:112) is a journey or excursion undertaken by learners to gain learning experience, especially direct experience and is an integral part of school curriculum. Although the field trip has a lot of things that are non-academic, general education goals can be achieved, mainly related to the development of insight into the experience of the outside world.
Before the field trip is used and developed as a method of learning, the things that need to be considered by Mulyasa (2005:112) are: (a) Determining the sources of the community as a source of teaching and learning, (b) Observing conformity with the purpose of learning resources and school programs , (c) Analysing the learning resources based on the values paedagogis, (d) Linking learning resources with the curriculum, whether the learning resources in support field trips and in accordance with the demands of the curriculum, if yes, field trip can be executed, (e) create and develop field trip program in a logical and systematic, (f) Undertake study tours in accordance with its intended purpose, taking into account the learning objectives, course material, learning effects, as well as a conducive climate. (G) To analyze whether the field trip destination has been reached or not, whether there are difficulties trips or visits, provide a letter of thanks to those who have helped, making the field trip reports and records material for the upcoming field trip.
8. Skills training methods (Drill method)
Skills training method is a method of teaching, where students are invited to place skills training to see how to make something, how to use it, for what is made, what its benefits and so on. Examples of skills training to make bags from the mute / trinkets.
The advantages of skills training methods as follows:
a. Able to acquire motor skills, such as writing, recite the letters, making and using tools.
b. Able to acquire the mental skills, such as in multiplication, addition, subtraction, division, tanda-tanda/simbol, and so on.
c. Can be habit-forming and increase accuracy and speed of execution.
Lack of skills training methods as follows:
a. Inhibiting the talent and initiative protégé because more students were taken to the adjustment and directed away from understanding.
b. Raises a static adjustment to the environment.
c. Sometimes tyang exercise carried out repeatedly is a monotonous and boring easily.
d. Can cause verbalisme.
9. Methods of teaching team (Team teaching method)
Team teaching method is a method in which educators teach more than one person, each of which has the task. Usually one of an educator appointed as coordinator. How to test it every educator create a problem, then combined. If the oral examination, each student being tested must be directly confronted with the educator team.
10. Methods of teaching their peers (Peer teaching method)
Methods of teaching their peers is a teaching method which is assisted by his friend
11. Method of problem solving (problem solving method)
This method is a method of teaching where students are given the questions, then asked to solve.
12. Design method (projeck method)
which is a teaching method in which educators must design a project that will be studied as objects of study.
Excess design method as follows:
a. Can break down the mindset of students who become broader and narrower menyuluruh in looking at and solving problems encountered in life.
b. Through this method, fostered by familiarizing students apply knowledge, attitudes, and skills with the integrated, the expected practical and useful in everyday life.
Disadvantages design method as follows:
a. Curriculum prevailing in our country today, either vertically or horizontally, not to support the implementation of this method.
b. Organizational learning materials, planning, and implementation of this method is difficult and requires special expertise of teachers, while teachers are not prepared for this.
c. Must be able to choose topics appropriate unit needs students, sufficient facilities, and have the resources needed to learn.
d. Material is often the broad lessons that can obscure the basic unit are discussed.
13. Methods Section (Teileren method)
which is a method of teaching by using partial, for example paragraph per paragraph and then connected again with another verse which is of course related to the problem.
14. Global method (Ganze method)
ie a method of teaching where students are told to read the whole material, then students resumed what they can absorb or capture the essence of the material.
15. Discovery Methods
One method of teaching these days is widely used in schools that have been developed is a method of discovery, it is because of this discovery method: (a) It is a way of developing active student learning, (b) By finding his own, investigate itself, then the results obtained will be loyal and long lasting in the memory, will not be easily forgotten student, (c) The expression found itself a notion that really controlled and easily used or transferred in other situations, (d) By using a strategy discovery, children learn to master one of the scientific method that will be developed alone, (e) by the method of this invention as well, children learn to think the analysis and try to solve probela faced its own, this habit will be transferred in public life.
It is hoped this discovery method is better known and used in a variety of teaching and learning opportunities possible.
Discovery method according Suryosubroto (2002:192) defined as a procedure of teaching that emphasizes individual instruction, object manipulation, etc., prior to the generalization.
Method of Discovery is a component of educational practice that includes teaching methods that promote active learning, beroreientasi on the process, directing their own, find your own and reflective. According to the Encyclopedia of Educational Research, the invention is a unique strategy that can be given shape by teachers in various ways, including teaching skills to investigate and solve problems as a tool for students to achieve educational goals. Thus it can be said that the discovery method is a method whereby the teacher in teaching and learning allows students to find their own information that is traditionally used to be notified or diceramahkan only.
Suryosubroto (2002:193) quotes the opinion of Sund (1975) that the discovery is the mental process whereby students assimilate the principles and concepts or something. Mental processes such as observing, classifying, making allegations, describing, measuring, making inferences, and so on.
Step-by-step implementation method of the invention according to Suryosubroto (2002:197) who cites the opinion of Gilstrap (1975) are: (a) Assess the needs and interests of students, and use it as a basis for determining a useful purpose and Realities for teaching with the invention, (b) preliminary selection based on needs and student interests, principles, generalizations, understanding in relation to what would dipelajarai, (c) Set the class structure in such a way as to facilitate the free flow of thoughts to involvement of students in learning by discovery, (d) Communicate with students will help clarify the role of invention, (e) setting up a situation that contains the requested solved problems, (f) Check for student understanding about an issue that is used to stimulate learning by discovery, (g) Adding a variety of props for the benefit of the implementation of the invention, (h) gives students the chance to collect spicy and work with data, for example, each student has the price data of the primary and the number of people who need these basic ingredients, (i) invite the students to collect and organize data according to its own pace, thus gaining insight general, (j) Provide an opportunity for students to continue their learning experience, although some of his own responsibility, (k) to give an answer quickly and accurately in accordance with the data and information when asked and required of students in the continuity of its activities, (l) Leading through its own analysis conversations and his own explorations with leading questions and identify the process, (m) Teach skills to learn the invention identified by the needs of students, such as exercise inquiry, (n) Stimulates student interaction with students, such as negotiating strategy discovery, discuss hypotheses and data collected, (o) Asking a high level and the level of simple questions, (p) Be assist students 'answers, students' ideas, pandanganan and a different interpretation. Not critically, but help draw the correct conclusions, (q) Raising student to reinforce his statement with reason and facts, (r) Praising students who are spicy in the process of discovery, for example a student who ask their friends or teachers about the various levels of difficulty students and students who identify the outcome of the investigation itself, (s) to help students write or formulate principles, the rule of ideas, generalizations or understanding into the center of the original problem and which have been discovered through discovery strategy, (t) Check whether the students use what has been found, for example, the theory or technique, in the next situation, namely situations where students are free to determine its approach.
While the measures according to Richard Scuhman cited by Suryosubroto (2002:199) are: (a) identification of the needs of students, (b) Selection introduction to the principles, terms, concepts and generalizations will be studied, (c) Selection of materials, and problems and tasks, (d) Helps clarify the problems to be studied and the role of each student, (e) Preparing the classroom setting and the tools required, (f) Check your students' understanding of the problem to be solved and tasks student assignment, (g) Provide opportunities for students to conduct discovery, (h) To assist students with information, data, if required by the student, (i) leads his own analysis with leading questions and identify the process, (j) To stimulate the interaction between students with students, (k) praising and encouraging students to enter the world the discovery process, (l) To help students formulate principles and generalizations on the findings.
Discovery method has merits as disclosed by Suryosubroto (2002:200), namely: (a) Considered to help students develop or reproduce the inventory and mastery of skills and cognitive processes of students, if the student continues to be involved in guided discovery. The strength of the discovery process comes from the effort to find, so a person learns how to learn it, (b) The knowledge gained from this strategy are very personal in nature and may be a very strong knowledge in the sense of deepening understanding of retention and transfer, (c) Strategy discoveries excite the students, for example, students feel the toil investigation, find success and sometimes failure, (d) this method gives students the chance to move forward in accordance with their own abilities, (e) This method causes the students to direct their own way of learning so that he felt more engaged and motivated himself to learn, at least on a special discovery project, (f) Method of discovery may help strengthen the students' personal with increasing self-confidence through the processes of discovery. Can allow students to be able to overcome a disappointing conditions, (g) This strategy is centered on children, for example, provide opportunities for students and teachers as sesame berpartisispasi in finding answers to his situation has not been known before, (h) To assist students' progress toward a healthy skeptisssisme to find final and absolute truth.
Weaknesses Suryosubroto discovery methods (2002:2001) are: (a) Required necessity of learning how to mentally prepare for this. For example, students who may be confused in usanya slow to develop his mind when dealing with abstract things, or find a mutual dependency between understanding in a subject, or in an attempt to compile a findings in written form. Students who are smarter and will probably monopolize the discovery will lead to frustration on the other students, (b) This method is less successful for teaching large classes. For example most of the time can be lost because it helps a student find the theories, or discover how the spelling of a particular form of words. (C) Hope that was shed on this strategy may be disappointing sudahy teachers and students who are familiar with traditional planning and teaching, (d) Teaching with the invention may be viewed as being too selfish gain understanding and less attention to the attitudes and skills acquired. While the attitudes and skills necessary to gain an understanding of social or emotional development as a whole, (e) in some sciences, the facilities needed to try out ideas, maybe none, (f) This strategy may not be given the opportunity to think creatively, if these notions to be found have been selected in advance by the teacher, as well as the processes under built it. Not all problem solving to ensure meaningful discovery.
The method according to Spiritual Discovery (2004:39) is a method that departs from a view that learners as subjects in addition to as learning objects. They have the basic ability to develop optimally in accordance with the capabilities they have.
The learning process should be viewed as a stimulus or stimuli that can challenge students to feel involved or participating in learning activities. The teacher's role is as facilitator and mentor or leader of a democratic teaching, so expect learners to do more activities alone or in groups to solve the problem of teacher guidance.
There are five steps that must be taken in the method according to Spiritual Discovery (2004:39), namely: (a) Formulation of the problem to be solved learners, (b) Determination of temporary answer or the filing of the hypothesis, (c) Learners are looking for information, data, facts, required to answer or solve problems and test hypotheses, (d) It is interesting conclusions from the answers or generalizations, (e) Application generalisasidalam conclusions or new situations.
Discovery method according Roestiyah (2001:20) is a teaching method to use discovery techniques. Method of discovery is the mental process whereby students assimilate the principles and concepts or something. Mental processes such as observing, classifying, making allegations, describing, measuring, making inferences, and so on. In this technique students are allowed to discover for yourself or having a mental process itself, teachers are guiding and giving instructions.
In the method of discovery, teaching and learning situation moves from teacher dominated learning situation into a situation dominated student learning. By learning to use methods of discovery, then how to teach involves students in the process of mental activity through the exchange of opinion with discussions, seminars, reading his own and try it yourself, so that children can learn on their own.
Use of this discovery method the teacher tried to increase the activity of students in the learning process. So the discovery method according to Roestiyah (2001:20) has the following advantages: (a) This technique can help students to develop, reproduce readiness, as well as skills in the cognitive processes panguasaan / recognition of students, (b) Students acquire knowledge that is very personal / firm or individual that can be left deep in the soul of the student, (c) Can increase the excitement of learning the students.
Discovery method according to Mulyasa (2005:110) is a method that more emphasis on direct experience. Learning by discovery methods prefer the learning process rather than results.
How to teach a method of discovery by Mulyasa (2005:110) take the following steps: (a) The existence of the problem to be solved, (b) In accordance with the level of cognitive development of learners, (c) The concept or principle that must be found by the participants students through these activities should be clearly stated and written, (d) must be provided the necessary tools and materials, (e) Sususnan class sedemian regulated manner so as to facilitate the free flow of thoughts to involvement of learners in learning activities, (f) The teacher should provide opportunities to students to collect data, (g) The teacher should provide answers to the right with the necessary data and information learners.
14. Inquiry Method
Inquiry method is a method that is capable of carrying the students to realize what had been obtained during the study. Inquiry puts the learner as the subject of active learning (Mulyasa, 2003:234).
In spite of this method is centered on the activities of students, but teachers still play an important role as a maker of design learning experiences. The teacher is obliged to lead learners to perform activities. Sometimes teachers need to give explanations, ask questions, make comments, and suggestions to the learners. The teacher is obliged to provide ease of learning through the creation of a conducive climate, using the media facilities and learning materials are varied.
Inquiry is essentially a way of realizing what he had experienced. Because of that inquiry requires students to think. This method involves them in intellectual activities. This method requires the learner to process the experience of learning to be a meaningful in real life. Thus, through this method learners accustomed to be productive, analytical, and critical.
The steps in the process of inquiry is to awaken curiosity about something, presupposing an answer, and draw conclusions and make a valid decision to answer the problem which is supported by evidence. Next is to use the conclusions to analyze the new data (Mulyasa, 2005:235).
Strategies for the inquiry are: (1) The teacher provides explanations, instructions or questions on material that will be taught. (2) Provide tasks to the learners to answer the question, whose answer can be found in the learning process experienced by students. (3) The teacher gives an explanation of the issues which may confuse the learner. (4) recitation to impart the facts that have been studied previously. (5) Students are summarized in the form of the formulation as the conclusions that can be accounted for (Mulyasa, 2005:236).
Method of inquiry by Roestiyah (2001:75) is a technique used or the way the teacher to teach the class, where teachers share the task of researching a problem to the class. Students are divided into several groups and each group gets a specific task to be done, then they are studying, researching, or discussing its role in the group. After their work in a group discussion, then made a well-structured reports. Finally the report be reported to the plenary sessions, and there was widespread discussion. Conclusion of the plenary session will be formulated as a continuation of the work group. And the final conclusion that if there is still follow-up must be implemented, it should be noted.
Teachers have used the technique when the goal of keeping students stimulated by the task, and actively seeking and researching their own problem-solving it. Finding the source of its own, and they learn together in a group. Expected that students are also able to express opinions and to formulate conclusions later. Also they are expected to argue, argue and defend his opinions. Inquiry contain higher mental processes level, such as formulating the problem, plan experiments, conduct experiments, collect and analyze data, draw conclusions. In the method of inquiry can be grown objective attitude, honesty, curiosity, open, and so on. May eventually reach a mutually agreeable conclusion. If a student does all the above means that students are doing inquiry.
The technique has the advantage of this inquiry: (a) to establish and develop basic concepts to students, so students can understand the basic concepts of the ideas better. (B) Assist in the use of memory and transfer the new learning situation. (C) encourage students to think and work on his own initiative, to be honest, objective, and open. (D) Encourage students to think intuitively and formulate their own hypothesis. (E) Provide intrinsic satisfaction. (F) The situation of learning more exciting. (G) to develop individual talents or skills. (H) Giving students the freedom to learn on their own. (I) Refrain from traditional ways of learning. (J) to provide sufficient time for the students so that they can assimilate and accommodate information.
The method according Suryosubroto inquiry (2002:192) is the expansion process is used more in-depth discovery. This means that the process inqury mental processes contain higher levels, such as formulating problems, designing experiments, conduct experiments, collect and analyze data, draw conclusions, and so on.
In conclusion, none of the teaching methods and materials to students penyampain perfect. The proof, each method has its loopholes and weaknesses here and there. So, it all depends on educators in excess of available optimize and minimize the weaknesses that exist in each method. I am sure, with the harmony between the methods applied by the capabilities of the teaching staff is much more powerful tool in achieving optimum results in teaching and learning rather than "busy" to deploy a long tradition of teaching that are less weighty and sometimes so monotonous!
Exciting Learning Model
"A lot of models that can be applied in studying physics, such as by practice, the IT media, natural phenomena, image / Charta and others that can be used to improve student achievement"
What causes the difficulty of studying physics? Who is the difficulty? When facing adversity? Where lies the difficulty? How to overcome this difficulty?
At this year's physics lesson will be entered into the eye exam at the UN by the Education Ministry. Subjects of the most disliked by most of these students have to face a big challenge to know the level of achievement that is owned by students. From interviews with various students at each school level, students will be obtained that the difficulty lies in the number of formulas that must be memorized. But there is also a difficult time in understanding the material and matter, so that if the matter transformed in another form then students will not be able to do it. For that teachers should use various media so that students can understand the physics well.
Therefore, far-away days before our students are facing a "war", we have to prepare a good learning for students at each school. There is a saying of an expert "if I want to use the sword in the war then 80 aya sharpening swords and 20 enggunakannya". Hence it is clear that the readiness of students in examinations is influenced by the preparation before we carry out the national exams, especially in their lesson preparation.
Method developed by educators in this case was the teacher may be used in physics teaching is good and attract students is as follows.
1. By connecting natural phenomena
This method was developed by connecting subject matter with the events that happen everyday. For example, in explaining the surge of energy to our students are able to explain that the affected buildings can collapse. In explaining the heat transfer can be explained by the water that stays hot when put in a thermos. In explaining the land breeze and sea breeze to see when the fishermen begin to fish and when to return to shore.
The examples above are a fraction of the natural phenomena that exist in the vicinity of the student-related matter physics, and many other natural phenomena. Since physics is the science that comes from the natural phenomena around us, so that students can think about is real and not abstract and focused only on the formula alone. So it can combine with the phenomena of physics concepts as appropriate.
2. Using images
Ways can be developed by searching graphics in a variety of media and environment. For example, in explaining the friction force we can find pictures of various tires from Pirelli, michellin, Bridgestone to swallow, GT Radial, IRC and others on the internet, images obtained on the internet or various media is shown to the students, so that we can explain
Lecture method.
In the lecture method of teaching and learning undertaken by teachers are generally dominated by lectures.
In Learning Elementary Education Technology (ICT), there are several commonly used method possible, including:
a. Method FAQ
Method of questioning is a way to manage learning by mengahasilkan questions that lead students to understand the material. FAQs method will become effective when the material is a topic of discussion interesting, challenging and has a high application value. The questions posed varied, including closed questions (questions that only one possible answer) and open-ended questions (questions with many possible answers), and presented in an interesting way.
b. Discussion Methods
Discussion method is a way to manage learning by presenting material through problem solving, or systems analysis technology products whose solutions are very open. A discussion supporting the activity of students assessed when the discussion involving all members of the discussion and results in a problem-solving.
If this method is well managed, the enthusiasm of students to engage in this forum is very high. Tata way is as follows: there should be a discussion leader, a topic of discussion should be clear and engaging, participants can receive and give, and the atmosphere of discussion without pressure.
c. Giving Methods Task
The method of assignment is a way of teaching or presentation of the material through the assignment of students to do a job. Giving the task can be individually or group. Giving the task to each student or group can be the same and may also differ.
In order to support the success of the task of learning process, then: 1) the task should be done by students or groups of students, 2) the results of these activities can be followed up with presentations by students from one group and responded to by students from other groups or by teachers who concerned, and 3) at the end of the existing conclusions.
d. Experimental Methods
Experimental method is a way of managing learning in which students conduct experiments with the activity of experience and proved himself one who learned. In this method, students are given the opportunity to experience for yourself or make your own by following a process, observing an object, analyze, demonstrate and draw your own conclusions about the object it studies. In the ICT, many experiments performed on systems pembelajarananalisis approach to product engineering or materials.
Experiments can be done through individual or group activities. It depends on the purpose and meaning of the experiment or the number of tools available. This experiment can be done with the demonstration, when the tool is available only one or two devices.
e. Demonstration Method
Method of demonstration is a way of learning management by demonstrating or showing the students a process, situation, object, or the workings of a technology product that is being studied. Demonstrations can be done by showing either actual objects, models, or copies and accompanied by verbal explanations.
Demonstrations will be active if done well by teachers and then performed by students. This method can be limited to activities that tool but will be done continuously and repeatedly by the students.
f. Methods Tutorial / Guidance
Tutorial method is a learning management process carried out through a process of guidance provided / performed by teachers to students either as individuals or small groups of students. Besides other methods, learning Technology Education Association, this method is widely used, especially when students are engaged in group work.
The role of the teacher as a facilitator, moderator, motivator and mentor is needed by students to accompany them to discuss and complete tasks
Implementation of the tutorial method can be performed as the following example:
- Consider a class of materials in Workmanship Wood 2, the first period is used in a classical form of activity to explain in general about the theory and principles.
- Then the students were divided into four groups to discuss different subjects, the rotation is then performed between groups.
- While students are studying and doing assignments, teachers around among the students, hearing, explained the theory, and guide them to solve problemanya.
- With the help of teachers, students acquire the habit of how to find the necessary information, self-study and think alone.
Attention may be given more intensive teacher to students who are running the tools that have not been used.
2. METHOD PROJECT
Project method is a way of teaching that provides opportunities for students to use units of daily life as a lesson. Intended to make students interested in learning.
a. Excess Project Methods
1) It can break down the mindset of a narrow pupils become more extensive and thorough in looking at and solving problems encountered in life.
2) Through this method, fostered by familiarizing students apply knowledge, attitudes, and skills with the integrated, the expected practical and useful in everyday life.
b. Disadvantages Method Project
1) Curriculum prevailing in our country today, either vertically or horizontally, not to support the implementation of this method;
2) Organizational learning materials, planning, and implementation of this method is difficult and requires special expertise of teachers, while teachers are not prepared for this;
3) Must be able to choose topics appropriate unit needs students, sufficient facilities, and have the resources needed to learn;
4) The material is often a broad lessons that can obscure the basic unit are discussed.
5. METHOD DISCUSSION
Discussion is to provide alternative answers to help solve various problems of life. With a record of issues to be discussed must be mastered in depth.
a. Excess Method Discussion
1) sensitize the students that the problem can be solved by various ways and not one road (one answer only).
2) sensitize the students that by discussing them with each other to express opinions in a constructive manner so as to obtain a better decision.
3) Allowing students to listen to different opinions of others even with their own opinions and get used to being tolerant.
b. Disadvantages Methods Discussion
1) Can not be used on a large group;
2) The discussion participants had limited information;
3) Can be controlled by people who love to talk, and
4) Usually people want a better approach for ¬ mal.
6. METHOD OF EXERCISE
Training methods (driil) also called the method of training, which is a way of teaching to inculcate certain habits. Also, as a means to maintain good habits. In addition, this method can be used to obtain a dexterity, precision, opportunities, and skills.
a. Excess Exercise Methods
1) Can be to acquire motor skills, such as writing, recite the letters, making and using tools.
2) Can be to acquire the mental skills, such as in multiplication, addition, subtraction, division, tanda-tanda/simbol, and so on.
3) Can be habit-forming and increase accuracy and speed of execution.
b. Lack Exercise Methods
1) Inhibit the talent and initiative of students because more students were taken to the adjustment and directed to the remote and understanding.
2) Creates a static adjustment to the environment.
3) Sometimes the exercises are carried out repeatedly is a monotonous and boring easily.
4) Can lead to verbalisme.
7. PICTURE AND PICTURE
Steps:
1. Teachers deliver the competencies to be achieved
2. Presenting the material as an introduction
3. Teacher shows / showed pictures of the activities related to the material
4. Master points / call the students alternately install / sort the pictures into a logical sequence
5. The teacher asks the reason / rationale for the image sequence
6. Of the reason / sequence of images of teachers started menamkan concepts / materials in accordance with the competencies to be achieved
7. Conclusion / summary
8. Numbered HEAD TOGETHER ((HEAD numbered) (Spencer Kagan, 1992)
Steps:
1. Students are divided into groups, each student in each group was given a number
2. The teacher gives the task and each group do
3. The group discussed the correct answers and make sure each member of the group can do / find out the answer
4. Teacher calls one of the numbers of students with the called number to report the results of their cooperation
5. The response from another friend, then the teacher pointed to another number
6. Conclusion
9. COOPERTIVE SCRIPT (DANSEREAU CS., 1985)
Script cooperative:
method of learning where students work in pairs and take turns verbally summarize, portions of the material studied
Steps:
1. The teacher divides the students to pair up
2. Teachers share the discourse / materials for each student to read and create a summary
3. Teachers and students determine who first acts as speaker and who will act as listener
4. Speakers read the summary as complete as possible, by incorporating the main ideas in summary.
While the listener:
• Listening / correcting / show the main ideas of the incomplete
• Helping to remember / memorize basic ideas by connecting with the previous material or other material
5. Exchanging the role, initially as a listener and the speaker exchanged vice versa. And do as above.
6. Conclusions Students with Teacher
7. Cover
10. Numbered HEAD STRUCTURE (MODIFICATION NUMBER OF HEADS)
Steps:
1. Students are divided into groups, each student in each group was given a number
2. Assignment given to each student based on the number of sequential tasks
For example: students are number one record in charge of question. Students work on the problems number two and number three students reported the results of the work and so on.
3. If necessary, the teacher could ask the cooperation between groups. Students told to get out of his group and joined together with several students numbered each of the other groups. On this occasion the students with the same tasks can help each other or to match the results of their cooperation
4. Report the results and responses from the other groups
5. Conclusion
11. Jigsaw (MODEL TEAM EXPERTS) (Aronson, Blaney, Stephen, Sikes, AND SNAPP, 1978)
Steps:
1. Students are grouped into = 4 team members
2. Each person in the team is given a different part of the material
3. Everyone on the team were given the assigned material
4. Members from different teams who have studied the part / sub-same chapter meeting in the new group (expert group) to discuss their section
5. Having completed the discussion as a team of experts each member back to the original group and take turns teaching their teammates about their section control and every other member listened intently
6. Each team of experts presented the results of discussions
7. Teacher evaluation
8. Cover
12. Articulation
Steps:
1. Teachers deliver the competencies to be achieved
2. The teacher presents the material as usual
3. To determine the absorption of students, form groups of two pairs
4. Assign one student from the couple told the new material received from the teacher and her partner heard while making little notes, then switch roles. Likewise, other groups
5. Assign students to take turns / encryption convey the results of interviews with friends partner. Until most students have submitted the results of interview
6. Teacher repeats / re-defines the material if the student has not understood
7. Conclusion / closing
13. Mind Mapping
Very good for students' prior knowledge or to find alternative answers
Steps:
1. Teachers deliver the competencies to be achieved
2. Teachers put forward concepts / issues to be addressed by students and should be alternative answers to problems that have
3. Form a group whose members are 2-3 people
4. Each group inventory / record of discussion of alternative answers
5. Each group (or a particular group randomized) reading the results of their discussion and teachers' notes on the board and classified according to the needs of teachers
6. From the data on the board students are asked to make inferences or teacher gives the comparison according to the concept provided the teacher
14. MAKE - A MATCH (LOOKING FOR A PARTNER)
Steps:
1. The teacher prepared some cards that contain some of the concepts or topics suitable for the review session, otherwise the part about the card and other parts of the answer cards
2. Each student gets one card
3. Each student think of an answer / question of cards held
4. Every student looking for a partner who has a card that matches the card (about the answers)
5. Any student who can match his cards before the deadline given points
6. After one round of cards shuffled again so that each student receives a card that is different from previous
7. So forth
8. Conclusion / closing
15. THINK PAIR AND SHARE (FRANK Lyman, 1985)
Steps:
1. Teachers deliver the core content and competencies to be achieved
2. Students are asked to think about the material / problems presented teachers
3. Students are asked to pair up with friends next door (group 2) and express the ideas of each
4. Teachers led small plenary discussion, each group put forward the results of discussions
5. Starting from these activities, teacher directed the conversation to the subject matter and add material that has not disclosed the students
6. The teacher gives the conclusion
7. Cover
16. Exchanging COUPLE
Steps:
1. Each student gets one pair (the teacher can refer students to choose their own spouse or partner).
2. Teachers give students assignments and tasks with a partner.
3. After completion of each pair to join with one partner to another.
4. Both of the couple exchanging pair, then this new pair ask each other and seeks to ensure their answers.
5. The new findings obtained from the exchange partner and then distributed to the original pair.
17. Snowball Throwing
Steps:
1. Teachers deliver the material to be presented
2. Teachers form groups and call each group leader to give an explanation about the material
3. Each group heads back to his group, respectively, and then explain the material submitted by teachers to a friend
4. Then each student is given one sheet of paper, to write down one question concerning any matter that has been described by the group leader
5. Then the paper containing the questions were made as a ball and thrown from one student to another student for ± 15 minutes
6. After the students get one ball / one question is given the opportunity to students to answer questions written in the papers are alternately spherical
7. Evaluation
8. Cover
18. CRUSH WORD
Media:
Create a card the size of 10x10 cm and fill characteristics or other words that lead to the answer (the term) on the card that want to guess.
Create a card the size of 5x2 cm to write words or terms that would guess (this card will be folded and taped to the forehead ataudiselipkan in the ear.
Steps:
1. The teacher explains the competencies to be achieved or material ± 45 minutes.
2. The teacher told the students stand in pairs in front of the class
3. A student is given a card measuring 10 × 10 cm which was read to a partner later. A student who were given a card that measures 5 × 2 cm that it should not be read (folded) and then pasted on the forehead or ear tuck.
4. While the students carry the card 10 × 10 cm read the words written in it while her partner to guess what is in the cards 10 × 10 cm. correct answer when appropriate to the contents of the card taped to the forehead or ears.
5. If the answer is right (as written on card) then the couple should sit down. If not exactly at a predetermined time may be directed to the other words just do not give direct answers.
6. And so on
SAMPLE CARDS
The company was his responsibility is not limited
Owned by 1 person
No formal organizational structure
When profit is owned, taken alone
NAH ... ... WHO ME?
The answer: INDIVIDUAL COMPANY
19. TOUR GROUPS
This means that each group member gets the opportunity to contribute their views and ideas and listen to other members
The trick ... ... ... ....?
1. One student in each group to assess by giving their views and thoughts on the tasks that they are doing
2. The next student also contributed
3. So forth workable speech turn clockwise direction of rotation or from left to right
20. COURSE REVIEW HORAY
Steps:
1. Teachers deliver the competencies to be achieved
2. Teachers demonstrate / present material
3. Giving students the opportunity questions and answers
4. To test comprehension, students are told to make a box 09.16.25 suit the needs and numbers of each box is filled in accordance with the tastes of each student
5. Teacher reading the questions at random and children write the answer in the box whose number is mentioned teachers and directly discussed, if properly filled in correctly mark (Ö) and Salan filled a cross (x)
6. Students who have got marks Ö vertical or horizontal, or diagonal horay have to shout or chant ... More
7. Student scores are calculated from the number of correct answers obtained horay
8. Cover
4. Lecture method plus
Plus the lecture method of teaching methods that use more than one method, namely the lecture method lainnya.Dalam join with this method the authors will describe methods of lecture plus three kinds, namely:
a. Lecture plus question and answer methods and tasks (CPTT).
This method is a method of teaching a combination of lectures with question and answer and administration tasks.
This mix of methods should ideally be done secar order, namely:
1). Delivery of content by teachers.
2). Giving opportunity to ask for between teachers and students.
3). Giving the task to students.
b. Method of lectures plus discussions and assignments (CPDT)
This method is done in an orderly manner in accordance with the order pengkombinasiannya, the first teacher describes the subject matter, then hold a discussion, and finally gave the task.
c. Method demonstrations and lectures plus exercises (CPDL)
This method is a combination of activities dalah describe the subject matter with demonstrated activity and exercise (drill)
5. Recitation method (Recitation method)
Recitation method is a method of teaching where students are required to make a resume with your own sentences (http://re-searchengines.com/art05-65.html).
Excess recitation of the following methods:
a. The knowledge students gain from learning the results themselves will be remembered longer.
b. Protégé the opportunity to foster the development and the courage to take initiative, responsibility and stand-alone (Syaiful Bahri Djamarah, 2000)
Weaknesses recitation method as follows:
a. Sometimes students committed fraud in which students simply imitate the apartment without a job do not bother yourself.
b. Sometimes the task is done by others without supervision.
c. Difficult to meet the tasks that individual differences (Syaiful Bahri Djamarah, 2000)
6. Experimental methods (Experimental method)
Experimental method is a method of giving students opportunities to individuals or groups, to be trained to do a process or experiment. Djamarah Syaiful Bahri, (2000)
Experimental method is a teaching method that uses a particular and performed more than once. For example in the laboratory.
Excess experimental method as follows:
a. This method can make the students more confidence in the correctness or conclusions based on the experiment itself rather than just accept the word of teachers or books.
b. Students are able to develop the attitude to hold exploratory study (exploring) about science and technology.
c. With this method would terbina man who can bring new breakthroughs with the discovery as a result of an experiment that is expected to benefit the welfare of human life.
Shortage of experimental methods as follows:
a. Insufficient tools do not lead to any students had the opportunity to experiment.
b. If the experiment requires a longer period of time, students must wait to continue the lesson.
c. This method is more appropriate to present the fields of science and technology.
According Roestiyah (2001:80) method of experimentation is a way of teaching, where students conduct an experiment on something, watch the process and write the results of the experiment, then the observation was delivered to the classroom and evaluated by teachers.
Use of this technique has the objective to make students able to search and find your own answers or various problems faced by conducting the experiment itself. Also students can be trained in a scientific way of thinking. With eksperimn students find evidence of the truth of the theory of something that is being studied.
In order to use an experimental method is efficient and effective, it is necessary to consider the following matters: (a) In the experiment each student must hold a trial, then the number of tools and materials or experimental material should be enough for each student. (B) In order for the experiment did not fail, and students find convincing evidence, or perhaps the results are not dangerous, then the condition of equipment and the quality of the experimental material used must be good and clean. (C) in the experiment and the concentration of students need to be careful in observing the process of experiment, then there is need for a long time, so they found evidence the truth of the theory learned it. (D) Students in the experiment is being studied and practiced, then it needs to be given clear guidance, because they are in addition to gaining knowledge, experience and skills, as well as mental maturity and attitudes need to be taken into account by the teacher in choosing the object of the experiment. (E) Not all problems can be dieksperimenkan, such as problems concerning psychiatric, some aspects of human social life and beliefs. Another possibility for a very limited tool, so the problem does not bias the experiment because the appliance has not been held there.
Experimental procedure according to Roestiyah (2001:81) is: (a) It should be explained to the students about the purpose of experiments, they must understand the issues that will be proven through experiments. (B) briefed the students about the tools and materials that will be used in the experiment, the things that should be tightly controlled, experimental sequence, the things that need to be recorded. (C) During the experiment lasted teacher must supervise students' work. If you need to give advice or the questions that support the perfection of the course of experiments. (D) Once the experiment is completed the teacher should collect the students' research results, discuss in class, and evaluate the tests or questioning.
Experimental method according to Djamarah (2002:95) is a way of presenting a lesson in which students conduct experiments with the experience learned something. In the process of teaching and learning, with the experimental method, students are given the opportunity to experience for yourself or do your own, follow a process, observing an object, situation or process anything. Thus, students are required to experience for yourself, seek the truth, or trying to find a law or proposition, and draw conclusions from the process of going through it.
Experimental method has advantages and disadvantages as follows:
Pros experimental methods: (a) Make the students more confidence in the correctness or conclusions based on experiments. (B) in nurturing students to make breakthroughs with the discovery of the results of experiments and beneficial to human life. (C) These experimental results are valuable can be utilized for the prosperity of mankind.
Shortage of experimental methods:
(A) This method is more suitable for areas of science and technology. (B) this method requires a variety of facilities equipment and materials that are not always easy to obtain and sometimes expensive. (C) This method requires thoroughness, tenacity and fortitude. (D) Each trial is not always deliver the expected results because there may be certain factors that are beyond the reach capability or control.
According to Schoenherr (1996) cited by Palendeng (2003:81) the experimental method is a method that is appropriate for the learning science, because the experimental method is able to provide learning conditions that can develop thinking skills and creativity optimally. Students are given the opportunity to develop their own concepts in cognitive structure, can then be applied in life.
In the experimental method, teachers can develop physical and mental engagement, and emotional students. Students have the opportunity to practice skills learned process in order to obtain maximum results. Experience that are directly embedded in his memory. Involvement of physical and mental and emotional students are expected to be introduced in a way or learning conditions that can foster a sense of confidence and also the behavior of innovative and creative.
Learning with experimental methods to train and teach students to learn concepts of physics as well as a scientist of physics. Students actively learn by following the stages of learning. Thus, students will find themselves the concept according to the results obtained during learning.
Learning with the experimental method according to Palendeng (2003:82) include the following stages: (1) initial experiments, the learning begins by conducting experiments that demonstrated the teacher or by observing natural phenomena. This demonstration shows the problems associated with the material to be studied physics. (2) observation, the students' activities while the teacher do the experiment. Students are expected to observe and record the event. (3) hipoteis early, while students can formulate hypotheses based on observations. (4) verification, the activities to prove the truth of the initial allegations that have been formulated and carried out through group work. Students are expected to formulate the results of the experiment and make conclusions, then the results can be reported. (5) application of concepts, the students formulate and find the concepts, the results are applied in life. This activity is strengthening the concept that has been studied. (6) evaluation, the final activity after a single concept.
Application of the experimental method of learning will help students to understand the concept. Understanding the concept can be known if the student is able to express verbally, written, or application in his life. In other words, students have the ability to explain, say, give examples, and apply concepts related to the subject.
Experimental method according to Al-pharisaism (2005:2) is a method that starts from a problem to be solved and the working procedures adhered to the principles of scientific method.
7. Methods Study Tour
Methods of the field trip is a teaching method designed in advance by educators and students are expected to make a report and discussed along with other learners as well as accompanied by educators, who then recorded.
Excess field trip the following methods:
a. Trips to apply the principles of modern teaching environment that utilizes real in teaching.
b. Makes the material learned in school becomes more relevant to the realities and needs that exist in society.
c. Teaching can further stimulate the creativity of children.
Shortage of field trip the following methods:
a. Requires preparation involving many parties.
b. Require the preparation of planning.
c. Recreational trips are often an element in priority than the primary goal, while the elements neglected his studies.
d. Requires closer scrutiny of every move students in the field.
e. The cost is quite expensive.
f. Requires responsibility for teachers and school field trips and safety smoothness protege, especially long-term and distant trips.
Sometimes in the process of learning students need to be out of school, to a certain meninjautempat or other objects. According Roestiyah (2001:85), the field trip is not just recreation, but to learn or deepen their learning by looking at reality. That said the field trip technique, is implemented by way of teaching invites the student to a particular place or object outside the school to learn or investigate something like reviewing a shoe factory, a car repair shop, department store, and so on.
According Roestiyah (2001:85), the field trip technique was used because it has the following objectives: By conducting the field trip is expected that students can gain direct experience of the object seen, can also appreciate a person's job duties and responsibilities may be asked by the road so they able to solve the problems it faces in the lesson, or general knowledge. Also they can see, hear, examine and try what it faces, so that later can draw conclusions, and simultaneously in the same time he could learn some subjects.
In order to use the field trip technique can be effective, then the implementation needs to memeperhatikan steps as follows: (a) Preparation, in which teachers need to establish clear learning objectives, considering the selection of techniques, contact the leader of the object to be visited to discuss things, the preparation of plans cook, divide the chores, preparing facilities, the division of students in the group, and sent a messenger, (b) Implementation of the field trip, where the group leader helped set things up other officers, fulfilling a predetermined order together, watch officers on the each section, as well as group tasks in accordance with its responsibilities, and provide guidance when necessary, (c) End of field trip, at the time the students held discussions on all things travel work, prepare reports or papers containing the conclusions obtained, follow up results of the field trip activities such as creating graphs, drawings, models, diagrams, and other tools and so on.
That's why the field trip technique has advantages can be summed up as follows: (a) Students may berpartisispasi in the various activities undertaken by officers on the object's field trip, as well as direct experience and appreciate what they do. Which is not obtainable in school, so the opportunity to develop their special talents or skills, (b) Students can view the various activities of the officers individually and in groups and lived directly which will deepen and broaden their experience, (c) the opportunity These students can ask for, find the first sources of information to solve all problems encountered, so that they might find evidence of his theory, or try out his theories into practice, (d) With the object of the review that students can acquire a variety of knowledge and experience integrated, not separated and integrated.
Use of the field trip technique is still too there are limitations that need to be considered or addressed to the implementation of this technique can be effective and efficient, is as follows: The work is usually done outside the tourism school, so maybe the place was very far distance outside of school, it is necessary transportation use, and it certainly requires a great cost. Also must have used a longer time than school hours, so not to disturb the smoothness of the other lesson plans. High costs are sometimes not affordable by the students will need help from the school. When you place far away, then teachers need to think in terms of security, the ability of students to travel, the need to clarify the rules that apply specifically in projects or things that are dangerous.
Suhardjono (2004:85) reveals that the methods of the field trip (field-trip) has the following advantages: (a) Provide technical information, to the participants directly, (b) Provide the opportunity to see the activities and practices in the reality or the actual implementation, (c ) Provide an opportunity to better appreciate what has been learned so that more successful, (d) membei opportunity for participants to see where the participants were shown the latest technological developments.
While the lack of a method according to Suhardjono Field Trip (2004:85) is: (a) Time consuming when locations are visited much of the training center, (b) Sometimes it is difficult to get permission from the head of employment or office to be visited, (c) transportation costs and expensive accommodation.
According Djamarah (2002:105), at the time of teaching and learning students need to be out of school, to review a particular place or another object. It was not just recreation but to learn or deepen their learning by looking at reality. Therefore, said the field trip technique, which is implemented by way of teaching invites the student to a particular place or object outside the school to learn or investigate something like reviewing pawnshop. Many terms used in the methods of work of this tour, like widya tours, study tours, and so on. Field trip there in a short time, and some are within a few days or a long time.
Method of study tours have several advantages, namely: (a) The work of teaching the principles of modern resorts have a real use in teaching environments, (b) Making what is learned in school more relevant to the realities and needs in the community, (c) a similar teaching can be more stimulate students' creativity, (d) Information as a broader and actual lessons.
Shortage of field trip methods are: (a) Facilities required and the cost involved is difficult to be provided by students or school, (b) It requires preparation and planning, (c) requires coordination with teachers of other subjects in order to avoid overlap in time and activities during the field trip, (d) in the work are often unsure leisure travel becomes more of a priority than the primary goal, while elements of his study to be neglected, (e) It is difficult to set a lot of students in the course and direct them to the activities of a study into the problems .
Method of field trips or study tours by Mulyasa (2005:112) is a journey or excursion undertaken by learners to gain learning experience, especially direct experience and is an integral part of school curriculum. Although the field trip has a lot of things that are non-academic, general education goals can be achieved, mainly related to the development of insight into the experience of the outside world.
Before the field trip is used and developed as a method of learning, the things that need to be considered by Mulyasa (2005:112) are: (a) Determining the sources of the community as a source of teaching and learning, (b) Observing conformity with the purpose of learning resources and school programs , (c) Analysing the learning resources based on the values paedagogis, (d) Linking learning resources with the curriculum, whether the learning resources in support field trips and in accordance with the demands of the curriculum, if yes, field trip can be executed, (e) create and develop field trip program in a logical and systematic, (f) Undertake study tours in accordance with its intended purpose, taking into account the learning objectives, course material, learning effects, as well as a conducive climate. (G) To analyze whether the field trip destination has been reached or not, whether there are difficulties trips or visits, provide a letter of thanks to those who have helped, making the field trip reports and records material for the upcoming field trip.
8. Skills training methods (Drill method)
Skills training method is a method of teaching, where students are invited to place skills training to see how to make something, how to use it, for what is made, what its benefits and so on. Examples of skills training to make bags from the mute / trinkets.
The advantages of skills training methods as follows:
a. Able to acquire motor skills, such as writing, recite the letters, making and using tools.
b. Able to acquire the mental skills, such as in multiplication, addition, subtraction, division, tanda-tanda/simbol, and so on.
c. Can be habit-forming and increase accuracy and speed of execution.
Lack of skills training methods as follows:
a. Inhibiting the talent and initiative protégé because more students were taken to the adjustment and directed away from understanding.
b. Raises a static adjustment to the environment.
c. Sometimes tyang exercise carried out repeatedly is a monotonous and boring easily.
d. Can cause verbalisme.
9. Methods of teaching team (Team teaching method)
Team teaching method is a method in which educators teach more than one person, each of which has the task. Usually one of an educator appointed as coordinator. How to test it every educator create a problem, then combined. If the oral examination, each student being tested must be directly confronted with the educator team.
10. Methods of teaching their peers (Peer teaching method)
Methods of teaching their peers is a teaching method which is assisted by his friend
11. Method of problem solving (problem solving method)
This method is a method of teaching where students are given the questions, then asked to solve.
12. Design method (projeck method)
which is a teaching method in which educators must design a project that will be studied as objects of study.
Excess design method as follows:
a. Can break down the mindset of students who become broader and narrower menyuluruh in looking at and solving problems encountered in life.
b. Through this method, fostered by familiarizing students apply knowledge, attitudes, and skills with the integrated, the expected practical and useful in everyday life.
Disadvantages design method as follows:
a. Curriculum prevailing in our country today, either vertically or horizontally, not to support the implementation of this method.
b. Organizational learning materials, planning, and implementation of this method is difficult and requires special expertise of teachers, while teachers are not prepared for this.
c. Must be able to choose topics appropriate unit needs students, sufficient facilities, and have the resources needed to learn.
d. Material is often the broad lessons that can obscure the basic unit are discussed.
13. Methods Section (Teileren method)
which is a method of teaching by using partial, for example paragraph per paragraph and then connected again with another verse which is of course related to the problem.
14. Global method (Ganze method)
ie a method of teaching where students are told to read the whole material, then students resumed what they can absorb or capture the essence of the material.
15. Discovery Methods
One method of teaching these days is widely used in schools that have been developed is a method of discovery, it is because of this discovery method: (a) It is a way of developing active student learning, (b) By finding his own, investigate itself, then the results obtained will be loyal and long lasting in the memory, will not be easily forgotten student, (c) The expression found itself a notion that really controlled and easily used or transferred in other situations, (d) By using a strategy discovery, children learn to master one of the scientific method that will be developed alone, (e) by the method of this invention as well, children learn to think the analysis and try to solve probela faced its own, this habit will be transferred in public life.
It is hoped this discovery method is better known and used in a variety of teaching and learning opportunities possible.
Discovery method according Suryosubroto (2002:192) defined as a procedure of teaching that emphasizes individual instruction, object manipulation, etc., prior to the generalization.
Method of Discovery is a component of educational practice that includes teaching methods that promote active learning, beroreientasi on the process, directing their own, find your own and reflective. According to the Encyclopedia of Educational Research, the invention is a unique strategy that can be given shape by teachers in various ways, including teaching skills to investigate and solve problems as a tool for students to achieve educational goals. Thus it can be said that the discovery method is a method whereby the teacher in teaching and learning allows students to find their own information that is traditionally used to be notified or diceramahkan only.
Suryosubroto (2002:193) quotes the opinion of Sund (1975) that the discovery is the mental process whereby students assimilate the principles and concepts or something. Mental processes such as observing, classifying, making allegations, describing, measuring, making inferences, and so on.
Step-by-step implementation method of the invention according to Suryosubroto (2002:197) who cites the opinion of Gilstrap (1975) are: (a) Assess the needs and interests of students, and use it as a basis for determining a useful purpose and Realities for teaching with the invention, (b) preliminary selection based on needs and student interests, principles, generalizations, understanding in relation to what would dipelajarai, (c) Set the class structure in such a way as to facilitate the free flow of thoughts to involvement of students in learning by discovery, (d) Communicate with students will help clarify the role of invention, (e) setting up a situation that contains the requested solved problems, (f) Check for student understanding about an issue that is used to stimulate learning by discovery, (g) Adding a variety of props for the benefit of the implementation of the invention, (h) gives students the chance to collect spicy and work with data, for example, each student has the price data of the primary and the number of people who need these basic ingredients, (i) invite the students to collect and organize data according to its own pace, thus gaining insight general, (j) Provide an opportunity for students to continue their learning experience, although some of his own responsibility, (k) to give an answer quickly and accurately in accordance with the data and information when asked and required of students in the continuity of its activities, (l) Leading through its own analysis conversations and his own explorations with leading questions and identify the process, (m) Teach skills to learn the invention identified by the needs of students, such as exercise inquiry, (n) Stimulates student interaction with students, such as negotiating strategy discovery, discuss hypotheses and data collected, (o) Asking a high level and the level of simple questions, (p) Be assist students 'answers, students' ideas, pandanganan and a different interpretation. Not critically, but help draw the correct conclusions, (q) Raising student to reinforce his statement with reason and facts, (r) Praising students who are spicy in the process of discovery, for example a student who ask their friends or teachers about the various levels of difficulty students and students who identify the outcome of the investigation itself, (s) to help students write or formulate principles, the rule of ideas, generalizations or understanding into the center of the original problem and which have been discovered through discovery strategy, (t) Check whether the students use what has been found, for example, the theory or technique, in the next situation, namely situations where students are free to determine its approach.
While the measures according to Richard Scuhman cited by Suryosubroto (2002:199) are: (a) identification of the needs of students, (b) Selection introduction to the principles, terms, concepts and generalizations will be studied, (c) Selection of materials, and problems and tasks, (d) Helps clarify the problems to be studied and the role of each student, (e) Preparing the classroom setting and the tools required, (f) Check your students' understanding of the problem to be solved and tasks student assignment, (g) Provide opportunities for students to conduct discovery, (h) To assist students with information, data, if required by the student, (i) leads his own analysis with leading questions and identify the process, (j) To stimulate the interaction between students with students, (k) praising and encouraging students to enter the world the discovery process, (l) To help students formulate principles and generalizations on the findings.
Discovery method has merits as disclosed by Suryosubroto (2002:200), namely: (a) Considered to help students develop or reproduce the inventory and mastery of skills and cognitive processes of students, if the student continues to be involved in guided discovery. The strength of the discovery process comes from the effort to find, so a person learns how to learn it, (b) The knowledge gained from this strategy are very personal in nature and may be a very strong knowledge in the sense of deepening understanding of retention and transfer, (c) Strategy discoveries excite the students, for example, students feel the toil investigation, find success and sometimes failure, (d) this method gives students the chance to move forward in accordance with their own abilities, (e) This method causes the students to direct their own way of learning so that he felt more engaged and motivated himself to learn, at least on a special discovery project, (f) Method of discovery may help strengthen the students' personal with increasing self-confidence through the processes of discovery. Can allow students to be able to overcome a disappointing conditions, (g) This strategy is centered on children, for example, provide opportunities for students and teachers as sesame berpartisispasi in finding answers to his situation has not been known before, (h) To assist students' progress toward a healthy skeptisssisme to find final and absolute truth.
Weaknesses Suryosubroto discovery methods (2002:2001) are: (a) Required necessity of learning how to mentally prepare for this. For example, students who may be confused in usanya slow to develop his mind when dealing with abstract things, or find a mutual dependency between understanding in a subject, or in an attempt to compile a findings in written form. Students who are smarter and will probably monopolize the discovery will lead to frustration on the other students, (b) This method is less successful for teaching large classes. For example most of the time can be lost because it helps a student find the theories, or discover how the spelling of a particular form of words. (C) Hope that was shed on this strategy may be disappointing sudahy teachers and students who are familiar with traditional planning and teaching, (d) Teaching with the invention may be viewed as being too selfish gain understanding and less attention to the attitudes and skills acquired. While the attitudes and skills necessary to gain an understanding of social or emotional development as a whole, (e) in some sciences, the facilities needed to try out ideas, maybe none, (f) This strategy may not be given the opportunity to think creatively, if these notions to be found have been selected in advance by the teacher, as well as the processes under built it. Not all problem solving to ensure meaningful discovery.
The method according to Spiritual Discovery (2004:39) is a method that departs from a view that learners as subjects in addition to as learning objects. They have the basic ability to develop optimally in accordance with the capabilities they have.
The learning process should be viewed as a stimulus or stimuli that can challenge students to feel involved or participating in learning activities. The teacher's role is as facilitator and mentor or leader of a democratic teaching, so expect learners to do more activities alone or in groups to solve the problem of teacher guidance.
There are five steps that must be taken in the method according to Spiritual Discovery (2004:39), namely: (a) Formulation of the problem to be solved learners, (b) Determination of temporary answer or the filing of the hypothesis, (c) Learners are looking for information, data, facts, required to answer or solve problems and test hypotheses, (d) It is interesting conclusions from the answers or generalizations, (e) Application generalisasidalam conclusions or new situations.
Discovery method according Roestiyah (2001:20) is a teaching method to use discovery techniques. Method of discovery is the mental process whereby students assimilate the principles and concepts or something. Mental processes such as observing, classifying, making allegations, describing, measuring, making inferences, and so on. In this technique students are allowed to discover for yourself or having a mental process itself, teachers are guiding and giving instructions.
In the method of discovery, teaching and learning situation moves from teacher dominated learning situation into a situation dominated student learning. By learning to use methods of discovery, then how to teach involves students in the process of mental activity through the exchange of opinion with discussions, seminars, reading his own and try it yourself, so that children can learn on their own.
Use of this discovery method the teacher tried to increase the activity of students in the learning process. So the discovery method according to Roestiyah (2001:20) has the following advantages: (a) This technique can help students to develop, reproduce readiness, as well as skills in the cognitive processes panguasaan / recognition of students, (b) Students acquire knowledge that is very personal / firm or individual that can be left deep in the soul of the student, (c) Can increase the excitement of learning the students.
Discovery method according to Mulyasa (2005:110) is a method that more emphasis on direct experience. Learning by discovery methods prefer the learning process rather than results.
How to teach a method of discovery by Mulyasa (2005:110) take the following steps: (a) The existence of the problem to be solved, (b) In accordance with the level of cognitive development of learners, (c) The concept or principle that must be found by the participants students through these activities should be clearly stated and written, (d) must be provided the necessary tools and materials, (e) Sususnan class sedemian regulated manner so as to facilitate the free flow of thoughts to involvement of learners in learning activities, (f) The teacher should provide opportunities to students to collect data, (g) The teacher should provide answers to the right with the necessary data and information learners.
14. Inquiry Method
Inquiry method is a method that is capable of carrying the students to realize what had been obtained during the study. Inquiry puts the learner as the subject of active learning (Mulyasa, 2003:234).
In spite of this method is centered on the activities of students, but teachers still play an important role as a maker of design learning experiences. The teacher is obliged to lead learners to perform activities. Sometimes teachers need to give explanations, ask questions, make comments, and suggestions to the learners. The teacher is obliged to provide ease of learning through the creation of a conducive climate, using the media facilities and learning materials are varied.
Inquiry is essentially a way of realizing what he had experienced. Because of that inquiry requires students to think. This method involves them in intellectual activities. This method requires the learner to process the experience of learning to be a meaningful in real life. Thus, through this method learners accustomed to be productive, analytical, and critical.
The steps in the process of inquiry is to awaken curiosity about something, presupposing an answer, and draw conclusions and make a valid decision to answer the problem which is supported by evidence. Next is to use the conclusions to analyze the new data (Mulyasa, 2005:235).
Strategies for the inquiry are: (1) The teacher provides explanations, instructions or questions on material that will be taught. (2) Provide tasks to the learners to answer the question, whose answer can be found in the learning process experienced by students. (3) The teacher gives an explanation of the issues which may confuse the learner. (4) recitation to impart the facts that have been studied previously. (5) Students are summarized in the form of the formulation as the conclusions that can be accounted for (Mulyasa, 2005:236).
Method of inquiry by Roestiyah (2001:75) is a technique used or the way the teacher to teach the class, where teachers share the task of researching a problem to the class. Students are divided into several groups and each group gets a specific task to be done, then they are studying, researching, or discussing its role in the group. After their work in a group discussion, then made a well-structured reports. Finally the report be reported to the plenary sessions, and there was widespread discussion. Conclusion of the plenary session will be formulated as a continuation of the work group. And the final conclusion that if there is still follow-up must be implemented, it should be noted.
Teachers have used the technique when the goal of keeping students stimulated by the task, and actively seeking and researching their own problem-solving it. Finding the source of its own, and they learn together in a group. Expected that students are also able to express opinions and to formulate conclusions later. Also they are expected to argue, argue and defend his opinions. Inquiry contain higher mental processes level, such as formulating the problem, plan experiments, conduct experiments, collect and analyze data, draw conclusions. In the method of inquiry can be grown objective attitude, honesty, curiosity, open, and so on. May eventually reach a mutually agreeable conclusion. If a student does all the above means that students are doing inquiry.
The technique has the advantage of this inquiry: (a) to establish and develop basic concepts to students, so students can understand the basic concepts of the ideas better. (B) Assist in the use of memory and transfer the new learning situation. (C) encourage students to think and work on his own initiative, to be honest, objective, and open. (D) Encourage students to think intuitively and formulate their own hypothesis. (E) Provide intrinsic satisfaction. (F) The situation of learning more exciting. (G) to develop individual talents or skills. (H) Giving students the freedom to learn on their own. (I) Refrain from traditional ways of learning. (J) to provide sufficient time for the students so that they can assimilate and accommodate information.
The method according Suryosubroto inquiry (2002:192) is the expansion process is used more in-depth discovery. This means that the process inqury mental processes contain higher levels, such as formulating problems, designing experiments, conduct experiments, collect and analyze data, draw conclusions, and so on.
In conclusion, none of the teaching methods and materials to students penyampain perfect. The proof, each method has its loopholes and weaknesses here and there. So, it all depends on educators in excess of available optimize and minimize the weaknesses that exist in each method. I am sure, with the harmony between the methods applied by the capabilities of the teaching staff is much more powerful tool in achieving optimum results in teaching and learning rather than "busy" to deploy a long tradition of teaching that are less weighty and sometimes so monotonous!
Exciting Learning Model
"A lot of models that can be applied in studying physics, such as by practice, the IT media, natural phenomena, image / Charta and others that can be used to improve student achievement"
What causes the difficulty of studying physics? Who is the difficulty? When facing adversity? Where lies the difficulty? How to overcome this difficulty?
At this year's physics lesson will be entered into the eye exam at the UN by the Education Ministry. Subjects of the most disliked by most of these students have to face a big challenge to know the level of achievement that is owned by students. From interviews with various students at each school level, students will be obtained that the difficulty lies in the number of formulas that must be memorized. But there is also a difficult time in understanding the material and matter, so that if the matter transformed in another form then students will not be able to do it. For that teachers should use various media so that students can understand the physics well.
Therefore, far-away days before our students are facing a "war", we have to prepare a good learning for students at each school. There is a saying of an expert "if I want to use the sword in the war then 80 aya sharpening swords and 20 enggunakannya". Hence it is clear that the readiness of students in examinations is influenced by the preparation before we carry out the national exams, especially in their lesson preparation.
Method developed by educators in this case was the teacher may be used in physics teaching is good and attract students is as follows.
1. By connecting natural phenomena
This method was developed by connecting subject matter with the events that happen everyday. For example, in explaining the surge of energy to our students are able to explain that the affected buildings can collapse. In explaining the heat transfer can be explained by the water that stays hot when put in a thermos. In explaining the land breeze and sea breeze to see when the fishermen begin to fish and when to return to shore.
The examples above are a fraction of the natural phenomena that exist in the vicinity of the student-related matter physics, and many other natural phenomena. Since physics is the science that comes from the natural phenomena around us, so that students can think about is real and not abstract and focused only on the formula alone. So it can combine with the phenomena of physics concepts as appropriate.
2. Using images
Ways can be developed by searching graphics in a variety of media and environment. For example, in explaining the friction force we can find pictures of various tires from Pirelli, michellin, Bridgestone to swallow, GT Radial, IRC and others on the internet, images obtained on the internet or various media is shown to the students, so that we can explain
