THE NATURE OF LEARNING STRATEGIES
A. Learning and Learning Concepts and Principles
1. Learning Concept
According to Gagne (1985) learning is a process in which an organism changes its behavior as a result
of experience. From this understanding of learning, there are three main attributes (main
characteristics) of learning, namely: process, behavior change, and experience.
a. Process
Learning is a mental and emotional process or process of thinking and feeling. A person is said to
learn when his thoughts and feelings are active. The activity of thoughts and feelings itself cannot be
observed by other people, but can be felt by the person concerned (the person who is learning it). The
teacher cannot see the activities of the students' thoughts and feelings. What the teacher can observe is
its manifestation, namely the activities of students as a result of the activity of thoughts and feelings in
these students.
b. Changes in behavior
Learning outcomes in the form of changes in behavior or behavior. Someone who learns will change
or increase his behavior, whether in the form of knowledge, skills, or mastery of values (attitudes).
c. Experience
Learning is experiencing; in the sense that learning occurs in the interaction between individuals and
the environment, both the physical environment and the social environment. Examples of the physical
environment are: books, props, and the natural surroundings. Examples of the social environment
include teachers, students, librarians, and school principals.
2. Learning Principles
The principle of learning is a provision or law that must be used as a guide in the implementation of
learning activities. As a law, the principle of learning will greatly determine the process and results of
learning.
a. Motivation
Motivation functions as a driving force for activity. If the motor is not there, then the activity will not
occur; and if the motor is weak, the activity that occurs is also weak. Learning motivation is closely
related to the goals to be achieved by individuals who are learning themselves. If someone who is
studying realizes that the goals to be achieved are useful or beneficial to him, then the motivation to
learn will appear strong. Such learning motivation is called intrinsic motivation or internal motivation.
So the emergence of intrinsic motivation in learning, because students want to master the abilities
contained in the learning objectives.
b. Attention
Attention is very closely related to motivation and cannot even be separated. Attention is the
concentration of psychic energy (thoughts and feelings) on an object. The more focused the attention
on the lesson, the better the learning process, and the results will be even better. Therefore the teacher
, must always try to keep students' attention focused on the lesson. Bringing one's attention to an object
can be caused by two things.
First, the person feels that the object has something to do with him; for example with needs,
aspirations, experiences, talents, and interests.
Second, the object itself is seen as having something different from the others, or something different
from the usual.
c. Activity
Learning itself is an activity, namely mental and emotional activity. If there are students who sit in
class during the lesson, but mentally and emotionally are not actively involved in the learning
situation, in essence these students are not participating in learning.
Therefore, teachers should never let students not actively participate in learning. More than just
activating student learning, teachers must try to increase the level of these learning activities. The
activity of listening to the teacher's explanation already shows learning activities. However, perhaps
the level needs to be increased by using other teaching methods.
d. turn back
Students need to immediately find out whether what they are doing in the learning process or what
they get from the learning process is correct or not. If it turns out that it is still wrong, in which part is
it still wrong and why is it wrong and how should it carry out these learning activities. For this reason,
students really need to get feedback immediately, so that they don't make mistakes that can lead to
learning failure. How do you give feedback to students, try to write it down.
Here are a number of ways you can do it, take a look.
1). The teacher said that the student's work was wrong.
2). The teacher says that the student's work is still wrong and shows where the mistake is.
3). The teacher shows students which part the student is still wrong, then explains why it is still wrong
and asks the student to correct the part that is still wrong.
e. Individual Differences
Learning cannot be represented to others. If you don't study, you won't gain ability. Learning in the
sense of mental and emotional processes occurs individually. If we teach in a class, of course the level
of student learning activities varies.
In addition, students learn as separate individuals, which have differences from other students. The
differences may be in terms of: experience, interests, talents, study habits, intelligence, learning type,
and so on. Thus, teachers who generalize students consider all students to be equal so that they treat
them the same, in principle it is contrary to human nature, in this case students.
B. Differences in Learning Approaches, Strategies, Methods, and Techniques
1. Learning Approach
A. Learning and Learning Concepts and Principles
1. Learning Concept
According to Gagne (1985) learning is a process in which an organism changes its behavior as a result
of experience. From this understanding of learning, there are three main attributes (main
characteristics) of learning, namely: process, behavior change, and experience.
a. Process
Learning is a mental and emotional process or process of thinking and feeling. A person is said to
learn when his thoughts and feelings are active. The activity of thoughts and feelings itself cannot be
observed by other people, but can be felt by the person concerned (the person who is learning it). The
teacher cannot see the activities of the students' thoughts and feelings. What the teacher can observe is
its manifestation, namely the activities of students as a result of the activity of thoughts and feelings in
these students.
b. Changes in behavior
Learning outcomes in the form of changes in behavior or behavior. Someone who learns will change
or increase his behavior, whether in the form of knowledge, skills, or mastery of values (attitudes).
c. Experience
Learning is experiencing; in the sense that learning occurs in the interaction between individuals and
the environment, both the physical environment and the social environment. Examples of the physical
environment are: books, props, and the natural surroundings. Examples of the social environment
include teachers, students, librarians, and school principals.
2. Learning Principles
The principle of learning is a provision or law that must be used as a guide in the implementation of
learning activities. As a law, the principle of learning will greatly determine the process and results of
learning.
a. Motivation
Motivation functions as a driving force for activity. If the motor is not there, then the activity will not
occur; and if the motor is weak, the activity that occurs is also weak. Learning motivation is closely
related to the goals to be achieved by individuals who are learning themselves. If someone who is
studying realizes that the goals to be achieved are useful or beneficial to him, then the motivation to
learn will appear strong. Such learning motivation is called intrinsic motivation or internal motivation.
So the emergence of intrinsic motivation in learning, because students want to master the abilities
contained in the learning objectives.
b. Attention
Attention is very closely related to motivation and cannot even be separated. Attention is the
concentration of psychic energy (thoughts and feelings) on an object. The more focused the attention
on the lesson, the better the learning process, and the results will be even better. Therefore the teacher
, must always try to keep students' attention focused on the lesson. Bringing one's attention to an object
can be caused by two things.
First, the person feels that the object has something to do with him; for example with needs,
aspirations, experiences, talents, and interests.
Second, the object itself is seen as having something different from the others, or something different
from the usual.
c. Activity
Learning itself is an activity, namely mental and emotional activity. If there are students who sit in
class during the lesson, but mentally and emotionally are not actively involved in the learning
situation, in essence these students are not participating in learning.
Therefore, teachers should never let students not actively participate in learning. More than just
activating student learning, teachers must try to increase the level of these learning activities. The
activity of listening to the teacher's explanation already shows learning activities. However, perhaps
the level needs to be increased by using other teaching methods.
d. turn back
Students need to immediately find out whether what they are doing in the learning process or what
they get from the learning process is correct or not. If it turns out that it is still wrong, in which part is
it still wrong and why is it wrong and how should it carry out these learning activities. For this reason,
students really need to get feedback immediately, so that they don't make mistakes that can lead to
learning failure. How do you give feedback to students, try to write it down.
Here are a number of ways you can do it, take a look.
1). The teacher said that the student's work was wrong.
2). The teacher says that the student's work is still wrong and shows where the mistake is.
3). The teacher shows students which part the student is still wrong, then explains why it is still wrong
and asks the student to correct the part that is still wrong.
e. Individual Differences
Learning cannot be represented to others. If you don't study, you won't gain ability. Learning in the
sense of mental and emotional processes occurs individually. If we teach in a class, of course the level
of student learning activities varies.
In addition, students learn as separate individuals, which have differences from other students. The
differences may be in terms of: experience, interests, talents, study habits, intelligence, learning type,
and so on. Thus, teachers who generalize students consider all students to be equal so that they treat
them the same, in principle it is contrary to human nature, in this case students.
B. Differences in Learning Approaches, Strategies, Methods, and Techniques
1. Learning Approach
