Inner Group Working Method Improving The Activity of Learning Natural Sciences

Education is an important thing in making people who are knowledgeable, cultured, godly and able to face the challenges of the future.

With this education will also give birth to students who are smart and have competence and skills to be developed in the middle of society. To realize this is inseparable from the determining factors in the success of learners in education. One of the main factors is the ability of teachers to use methods in the learning process.

In teaching and learning activities not all students are able to concentrate for a relatively long time. Students’ absorption of the materials provided is also varied, some are fast, some are moderate, and some are slow. Intelligence factors influence students’ absorption of the subject matter provided by the teacher. The slow pace of students’ acceptance of the materials given requires a variety of time, so that full mastery can be achieved.

Against the difference in absorption of learners as above, requires the right teaching strategy. Method one of the answers. For a group of learners it may be easy for them to absorb the lesson material when the teacher uses the question and answer method, but for another group of learners they are easier to absorb the lesson when the teacher uses demonstration or experimentation methods, as well as perhaps some students are easier to absorb the lesson with the group work method.

Therefore, in teaching and learning activities there needs to be a learning process that can encourage students to be more active and effective in the learning process. This is based on our learning which is still dominated by the role of teachers (teacher center). Teachers place many students as objects and not as subjects.

There are times when in providing lesson materials to students do not always run smoothly in accordance with planning or failure. Many factors cause failure in providing subject matter. From the child factor, the different levels of intelligence and background of the students cause unequal learning outcomes. While other causes of the teacher is the way of delivering materials that students consider difficult to understand, lack of learning media, improper learning methods, so that the purpose of learning to students does not hit the target, and many more causes of failure of students to achieve educational goals.

Against the difference in absorption of learners as above, requires the right teaching strategy. Method one of the answers. For a group of learners it may be easy for them to absorb the lesson material when the teacher uses the question and answer method, but for another group of learners they are easier to absorb the lesson when the teacher uses demonstration or experimentation methods, as well as perhaps some students are easier to absorb the lesson with the group work method.

Therefore, in teaching and learning activities there needs to be a learning process that can encourage students to be more active and effective in the learning process. This is based on our learning which is still dominated by the role of teachers (teacher center). Teachers place many students as objects and not as subjects.

There are times when in providing lesson materials to students do not always run smoothly in accordance with planning or failure. Many factors cause failure in providing subject matter. From the child factor, the different levels of intelligence and background of the students cause unequal learning outcomes. While other causes of the teacher is the way of delivering materials that students consider difficult to understand, lack of learning media, improper learning methods, so that the purpose of learning to students does not hit the target, and many more causes of failure of students to achieve educational goals.

With the failure to provide lesson materials to students, the author uses this as a basis in an effort to improve learning. The author tries to improve learning through the Class Action Research (PTK) procedure. In accordance with the characteristics of PTK, there is a problem in PTK triggered by the awareness of the teacher that the practice conducted in the classroom has problems that must be solved and followed up in order to change the success of students. The author conducts PTK that begins with self-reflection, identifying learning problems with the help of peers.

According to Hardjodipuro in Basuki Wibawa: argues that PTK is an approach to improve education through change, by encouraging teachers to improve education through change. Teacher efforts in increasing the involvement of learners in the learning process are expected to help students in achieving learning goals, so that what is expected can help learners in achieving learning goals and become the expectations of all parties (parents, teachers, schools, and learners themselves) can be achieved optimally.

In the teaching and learning activities that take place there has been a aiming interaction. It is the teachers and students who move it. The interaction that aims is due to the teacher who interprets it by creating an environment of educational value for the benefit of learners in learning.

Teachers want to provide the best service for students, by providing a fun and exciting environment. Teachers try to be good mentors with a wise and wise role, so as to create a harmonious two-way relationship between teachers and students.

When the learning activity is processed the teacher must be sincere in behaving and doing, and willing to understand the learners with all consequences. All obstacles that occur and can be an obstacle to the course of the teaching and learning process, both based on the behavior of learners and those sourced from outside the learners, should be removed teachers, and not let it.  Because the success of teaching and learning is more determined by teachers in managing the classroom.

In teaching, teachers must be good at using approaches wisely and wisely, not carelessly that can harm students, the teacher’s view of learners will determine attitudes and actions. Every teacher does not always have the same view in assessing learners. This will affect the approach that teachers take in teaching.

There is a tendency in today’s world of education to return to the thought that learners will learn better if the environment is created naturally. Learning will be more meaningful if the learner “experiences” for himself what he learned, not “knows” it. Target-oriented learning of material mastery proved successful in short-term “remembering” competitions, but failed to equip learners to solve problems in long-term life. And, that’s what happens in our school classes.

Teaching is not just a matter of telling. Learning is not an automatic consequence of contemplating information into the minds of learners. Learning requires mental engagement and the work of the learners themselves. Explanation and mere explanation will not result in lasting learning results. All that can produce lasting learning results is only active learning activities.

What makes learning active? In order to learn to be active, students must do a lot of tasks. They should use the brain, examine ideas, solve problems, and apply what they learn. Active learning must be agile, fun, vibrant, and passionate. Students often leave their seats, move freely and think hard (moving about and thinking alout).

To be able to learn something well, we need to hear, see, ask questions about it and discuss it with others. Not only that students need to “do it”, i.e. describe something in their own way, show examples, try to strengthen skills, and do tasks that demand knowledge that they have or should get.

Each will teach, teachers need to make teaching preparations in order to implement a portion of the monthly plan and annual plan. In preparation it is already contained about, the purpose of teaching, the subject to be taught, teaching methods, lesson materials, props and evaluation techniques used. Therefore, every teacher must understand correctly about the purpose of teaching, specifically choose and determine the teaching method in accordance with the objectives to be achieved, how to choose, determine and use props, how to make tests and use them, and knowledge of evaluation tools.

Meanwhile, learning technology is one of these aspects that tends to be overlooked by some educational actors, especially for those who consider that educational human resources, educational facilities and infrastructure are paramount. Whereas if further reviewed, every learning at all levels of education both formal and non-formal let alone elementary school level, should be centered on the development needs of learners as unique individual candidates, as social beings, and as prospective Indonesian human beings.

This can be achieved if in teaching and learning activities, teachers always utilize learning technology that refers to structural learning in the delivery of materials and easily absorbed by different learners.

One of the learnings to improve the quality of primary school science learning is a learning model that is based on constructive views because it is considered best suited to the characteristics of science learning. Constructive views in science learning are partly provided with a series of experiences in the form of real activities that are rational or understandable to students and allow social interaction to occur. In other words, during the learning process learners must be directly involved in real activities by aiming to encourage learners to learn more actively, critically and creatively. In addition, it creates situations and conditions where students can process information easily and last a long time in the memory of students.

Science learning in MIS Sidangoli especially class V sometimes teachers only focus on the learning book, then ask questions and assignments. During the learning, the students are less active, others are just passive and even talk to their peers. After the assessment at the end of the learning activities obtained very low scores. This can be seen from the evaluation results during the learning process only 68% of the 30 students who were able to achieve the level of material mastery above the minimum completion criteria (KKM) of 70.

Based on the assessment, the researchers identified the problems experienced in the learning activities. The results of the identification of the problem are determined several problems that occur, namely students do not actively follow the learning, students seem to pay attention but do not follow the learning completely, the learners are less motivated in following the lesson.  problems as above need to be analyzed to find the root cause. The results of problem analysis found that the problems were caused by the method or approach used by teachers in conducting learning is not appropriate, because when doing learning teachers tend to use lecture methods so that students feel less interested in learning and seem boring. students are not invited to do real activities, so the students are less active, when given the task students can not work.

In the learning process at MIS Sidangoli, teachers use lecture methods, assignments, and Q&A. Teaching teachers refer to the 2013 curriculum, using teaching materials that are in accordance with the lesson materials and media that support the learning process. It is expected that with the learning process, students can play an active role and the expected indicators in K13 can be achieved.

During the learning process, grade V students take the lesson well, but the students do not respond to the materials provided by the teacher. Students learn the lesson materials only at school and are not repeated when at home, nor do students understand the concept of learning so that when retested the student’s answers are ambiguous. In addition, students are less willing to be involved in the learning process, for example not answering questions asked by teachers during the learning process. The problem interferes with the learning process and impresses passive students and lacks critical and uncreative thinking.

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