INTRODUCTION

Teaching is a process related to the dissemination of knowledge or skills that students can learn and master it effectively. There are several models of teaching practiced by teachers today. According to Thomas F. Green, the purpose of teaching is to change student behavior and conduct through the acquisition of new knowledge or belief. Learning is an ongoing process. According to the dictionary hall (1994), learning is the pursuit of knowledge. This process requires students to obtain information through experience, as teachers, make a written or practical training so that there is a change in students. Robert M. Gagne (1970) in his book 'The Condition of Learning' defines learning as changes in behavior or ability of a person who can be maintained, excluding changes due to the growth process. Driscoll (1994) states that learning is a continuous change in performance in humans results from interactions with the environment of learning. Therefore learning is a process of change, attitudes, human knowledge through experience. According to Rashidi and Abdul Razak (1995), the effectiveness of teaching and learning process depends on the methods and strategies for teaching and learning practice. Teachers need to choose and use the methods best suited to help students and teachers themselves to achieve the planned objectives of teaching. Various teaching and learning approaches can be used as teachercentered approach, student-centered approach and labeled materials (Esah Solomon 2003). Selection and planning of the teacher in determining the methods, approaches and activities to achieve the objectives of the lesson's what teaching strategies. Basically, the concept of learning based on theories of learning today. Learning concepts derived from young people, whether in formal or informal. Human use of his senses, such as nose, ears, eyes vbagi adapt to the environment. Learning theories of cognitivism, behaviorism and constructivism. The learning process occurs in stages. Applying actions or knowledge acquired in the learning process is a change in human behavior.

Use of Learning Theory, Theory of Learning Process

There is no doubt that knowledge of learning theories is important before the learning process. This can be proved by psychological experts like Ivan P. Pavlov, ELThorndike, Gagne and other psychologists. Because of the importance of learning these theories have been applied in the classroom. Among the theories that have been used in the classroom are: A. Behaviorism Learning Theory Two. Cognitivism Learning theory Three. Learning Theory of Constructivism

Behaviorism Learning Theory

A. Pavlov theory According to Pavlov relationship between stimulus and response can dilazimkan or learned. For example, if teachers want students to line up when the bell rang at 1:10 pm, this practice should be repeated until the bell (stimulus) could be associated with marching practice (response), when the bell rang at 1:10 pm with the students line up without the instruction of teachers. The relationship between stimulation of the response can dikukughkan more through exercise. The more often a stimulus is associated with the response, the stronger the conditioned response. For example, when teachers give credit (stimulus) each time the students get very good results (the response), then the response (producing a good yangh) will always continue.

Two. Thorndike theory According to Thorndike, to study the behavior, the stimulus should be held. This means that the teacher must provide a variety of teaching and learning resource with interesting and amazing that learning will occur. Learning can occur through trial and error efforts. This means that a student can learn things without being taught by the teacher. For example, a pupil can olve a problem without the guidance of teachers with melakuakn various attempts, but it takes a long time. Fun learning effects will continue to motivate students toward greater achievement. Therefore, teachers should provide a variety of rewards to reinforce the learning of pupils.

Three. Skinner's operant conditioning theory Educational objectives to be achieved must be realistic. If no student would fail. Failure to bring a feeling of shame can lead to negative reinforcement. For example, a person who is not able to answer questions the teacher would feel ashamed in front of other students. This is an example of negative reinforcement. But positive reinforcement needs to be done to ensure no recurrence of the undesirable behavior. Oriented learning skills can be done in stages, such as learning the skills games, gymnastics and others. Meanwhile, playing this game undesirable behavior can be eliminated through the elimination process. Contonya, students who like to shout the answer without lifting your hands should not be entertained. This is repeated until the practice be stopped

4. Learning Theory Konstruktivsme Constructivism is a theory of learning formed as a result of the construction of knowledge based on experience. Learning a built-merger revenue information with existing knowledge. Constructivism figures of Jean Piaget, Seymour Papert, Jerome Bruner, Lev Vygotsky and John Dewey.

Students who learn and interact with objects and things in learning will understand what they have learned. Students will construct their own concepts and solutions to the problems given. Figures constructivist view of learning as a mental construction. Students learn to link new information with previous information known. Constructivist theory of learning based on active involvement of students in problem solving and critical thinking about the learning activities in which they are relevant and interesting. Students construct their knowledge by generating new ideas and approaches based on existing knowledge and experience. Relate to the new situation, merge and add new information to existing intellectual construction. Teachers should be concerned with the existing cognitive structure of students. New information has been processed will be adjusted and become part of the student, the new framework of knowledge can be built. This process is called constructivism. J. Bruner was one of the prominent learning theory of constructivism. According to Bruner learning is an active process in which students construct new ideas based on current or past knowledge. Pelajr select and modify the information, develop hypotheses, make decisions depending on the cognitive structure to do so. Examples of cognitive structure is schema and mental models that provide meaning and organize experience and allows individuals to go behind the information provided. The curriculum should be organized in spiral form so that students continue to build on the things they have learned. Bruner (1966) has outlined that there are four main aspects of the theory of teaching: A. Predisposition toward teaching (Predisposition Towards learning) Two. Structuring information so that students have easy access to information. (The ways in Which a body of knowledge can be structured so that it can be most readily grasped by the Learner)

Three. Effective arrangement for presenting the material. (The most effective sequences in Which to present material) 4. Naturally rewards or penalties to the student. The best method for structuring the information should result in a brief, generalized statement and upgrade the manipulation of information (The nature and pacing of rewards and punishments. Good methods for structuring knowledge Should result in simplifying, generating new propositions, and increasing the manipulation of information) Cognitivism Learning theory A. Gagne Learning Theory

a. According to Gagne, early, learning the signal can be carried out. For example, the teacher shows the object while back the word card. b. Implications of the relationship of the teacher is speaking to when teaching. Teachers should encourage writing skills and present arguments. For example, when teaching the concept of the book, teachers will not only show the actual book, but students are encouraged to say and spell the word. c. In solving a problem, teachers should provide guidance and recommendations on the necessary concepts and sentences. Indicators that communicate directly with the problem need not be given as this may make the task is too easy and less challenging. \

Two. Bruner's theory According to Bruner, the students learn through experience. With the teacher must provide opportunities for pupils to explore, memengang, kiss and feel. Experiences like this bring a meaningful education. This means that activities such as projects, visits and field research should be conducted.

Comparison Between Learning Theory Behaviorism, Constructivism and Cognitivism KEY PRINCIPLES THEORY OF LEADING HOME

Behaviorism learning as a change in form or frequency of behavior learning in a behavioral approach, the behavior will be evaluated before you begin Learning requires the organization (stimuli), the stimulus in the environment so that students are affected and are reinforced. Pavlov, Ivan (1849-1936) Thorndike, E. L. (1874-1949) Watson, J. B. (1878-1958) Guthrie, E. R. (1886-1959) Skinner, B.F. (1904-1990 John B. Watson

Cognitivism People with learning will be more able to remember and understand something when these studies are based on certain patterns and logic Compilation of the subject matter should be of moderate to complex Learn to understand would be far better than to just memorize without understanding catering

Gestalt Psychology Piaget, J. Cognitive Development Stages Bruner, Jerome Discovery Learning Suchman, Richard Inquiry Method Ausubel, David Expository Teaching

Constructivism Provide learning that reflects the composition of the real world. Emphasize knowledge construction. To emphasize authentic tasks in meaningful contexts. To emphasize the case-based learning and teaching rather than to form a set. Provide various forms of reality. Encourage reflective thinking based on experience. Provide opportunities for the construction of new knowledge based on the context and content of education. Support the construction of knowledge kolabotarif. Jean Piaget Lev Vygotsky Seymour Papert Jerome Bruner John Dewey

Summary

The main focus of Behaviorism is a learning theory perspective on the behavior of behavior and its influence on the external environment in shaping individual behavior. According to Skinner, the compilation of teaching means that may occur in which students learn; students learn without

teaching, but teaching to provide something special might happen (referring to the environmental conditions that shape individual behavior which is to accelerate learning. While the theory holds that learning is pembelajara cognitivism knowledge changes stored in memory. Human memory is divided into two important features of information in memory is organized and active. Memory has not received any information so easily but the memory will make a synthesis of information gathering, search and organize the new information. Above information is integrated with the knowledge stored in memory. Constructivist learning theory is based on the active participation of students in problem solving and critical thinking about the learning activities in which they are relevant and interesting. Students construct their knowledge by generating new ideas and approaches based on existing knowledge and experience. Relate to the new situation, merge and add new information to existing intellectual construction. Teachers should be concerned with the existing cognitive structure of students. New information has been processed will be adjusted and become part of the student, the new framework of knowledge can be built. This process is called constructivism.

Constructivism Theory in Science Teaching and Learning Process

Among the approaches suggested and learning of science is constructivist approach and the approach to science, technology and society. What do you wish to stress that the approach through the theory of Constructivism in Science. Thus, the three ways that affect the learning of science through constructivism theory are: A. Existing experience of students Two. Experiment Three. Simulation

A. Existing experience of students According to Arends, RI (1998), constructivist learning can be defined as students construct their own knowledge or concept of actively knowledge and experience available. LevVygotsky, a Russian psychologist, believed that children's developing concepts developed in stages, logical and rational with the help of others. Involvement with others provide opportunities for children to assess and improve pengetahuandiri as they are exposed to other people's thinking danberkongsi build new understandings (Gauvin, 2001). According to Bransford (1979), ideas and opinions about a person's ability to learn new things through existing knowledge is not new, but a recent study carried out, this experience-based learning is essential to learning. Although existing knowledge necessary to make learning more effective, educators must activate or children to relate knowledge to be used in the process understand a new concept to the point of equilibrium is achieved. According to interviews carried out, the child can not always tperkaitan saw the new things they have learned with what they already know, but teachers can improve this understanding by paying attention to what is trying to convey by students and use it as a first step in understanding sains.Seterusnya concepts in the classroom, teachers can help students to activate existing knowledge and experience with discussing what was going on before starting to learn their lessons so that students can recall merekasupaya knowledge can be associated with the topic of the day. For example, students in Year One who learns about the animals, the teacher started teaching by asking animals what is around them and then more specific by asking what is animal in the forest and in the water. We can see that the teachers use the deductive approach as a way to attract and focus students. At this time, the teacher can correct the wrong perception of students about the animals that live in water and on land because typically student knowledge is incomplete or even wrong. Teachers do not necessarily need to know what students have mastered pengetahuanyang but teachers need to examine and explore their existing knowledge so that misunderstandings and knowledge that one can recognize that effective pasti.Guru can help students in making the relationship between old knowledge and new knowledge and control concept. This is achieved

through providing materials and activities to help students in an effort to support their efforts and enhance their understanding. For example, the topic of animals, the teacher can make a coloring activity that provides a variety of paper with pictures of animals and asked students to color the animals in their habitats or on land, water-only.

Two. Experiment Experiment is an important tool in giving children the experience of science should be conducted in Science subjects. Students need to test the hypothesis in an investigation to discover the concepts and ideas of certain of Science. Scientific methods used in the experiment involves thinking skills, science process skills and manipulative skills. When children can see, hold and use such material, it can give rise to attitudes that led to the discovery of inquiry. Inquiry generally means to seek information, ask questions and investigate an incident that occurred. Traveled by the discovery of learning occurs when concepts and principles studied and discovered by students themselves. Through bereskperimen, students will investigate a phenomenon and can achieve their own conclusions that can restructure a new knowledge. Teachers then guide and a fasiliatator for students to learn science concepts through inquirydiscovery results. Thinking skills and scientific skills can be developed during the ini.Pengetahuan process can be applied to their environment. In studies, researchers have used a model yangdikenali as Constructivism Five Phase Model telahdihasilkan by Needham Needham in the United Kingdom in 1987. Needham has proposed a model of teaching and learning in the "Children's Learning in Science Project" at the University of Leeds to enhance students' understanding of science concepts and encourage students to participate actively in the room darjah.Model Needham's Five Phase Constructivism is used by teachers in the experimental application through: Phase 1: Orientation Teachers provide a learning environment to raise students' interest towards education. For example, experiments conducted in laboratory science to a more conducive learning environment can be raised.

Phase 2: Brainstorming ideas Before an activity or experiment, teachers should provide activities such as discussions in small groups, using the concept map and make a report to relate existing knowledge to new knowledge that they learn. Phase 3: The restructuring of the idea When the atmosphere and the idea has been built, structured activities or tasks to be given to enable students to challenge and test their original ideas or ideas from friends, and build their own knowledge structure in a more meaningful and effective. During this time, bahasaakan skills to help students make the modification or restructuring semulaidea regularly. Phase 4: The use of ideas Students will apply the new knowledge to solving the problem in new situations. This creates a new understanding and encourage inquiry among students. During this phase, students are asked to write reports on what experimental dilakukanatau discuss questions that arise. Phase 5: Reflection Students compare the indigenous knowledge with new knowledge and reflect on the learning process which resulted in changes to their ideas. Students can also create reflection to see how far they have changed the original idea. Teachers can use the techniques of self, group discussion and personal notes for students to examine the levels of comprehension . Use of Constructivism Model 5 Phase Needham, if applied in the teaching and learning can help students to better understand the concept of memorization. Teachers can also assess student understanding more quickly without having to rely on giving homework to them. However, for

This theory is difficult to be adopted in schools in the real world of education due to constraints of time and teachers also need to spend a specific subject matter. Three. Simulation

Simulation is a learning situation that allows students to practice skills, learn about the principles or perform an action in controlled conditions as similar to the actual situation. The advantage of using simulation as a technique taught in science subjects among them the learning occurs in a safe and enjoyable. Second, students can be supervised closely so that learning becomes more effective, than if they are in a real situation. However, there are three principles in pursuance of his simulation are: A. Teachers need to choose a situation characterized by the problem and explain clearly Two. Set of roles based on the characters and the appropriate pililh students to act Three. Set a time limit for the simulation session. Among other activities, simulations can be done is use the internet to explain and help students to imagine a concept. For example, changes in day and night. Computers and the Internet can help students see and understand complex situations more easily. In addition, role playing, games or use jugadapat model simulation is done under the concept. Dilakukandengan students can role play a character or role playing spontaneously based on certain conditions. Through play, children play to learn about a process or principle. The model was used untukmewakili sebenar.Walau object or situation, however, in making these activities, it is important for teachers to be careful and take into account cultural differences among students and respecting differences. (Brown, Collins & Duguid, 1989). Teachers should help students to see cultural differences as a strength, rather than something else from other classmates. Children will feel alienated if they ignored the cultural differences by teachers when teaching and learning take place.

Challenges And Obstacles In Running Constructivism Learning Theory

There is no doubt that the approach of constructivist learning theory in teaching and learning is good for teachers and students for teaching and learning objectives. But there are also challenges and obstacles in carrying out this learning theory. Among the challenges and obstacles faced are: A. Problem to expand the existing experience of students through the conquest of science, scientific skills and thinking skills and scientific attitudes and noble values. Two. Problems and critical thinking about the learning activities in which they are relevant and interesting. Three. Valuation techniques used by the teacher does not really test the students' understanding and knowledge Way Constructivism Theory Based Troubleshooting

Problem 1 According to the understanding of constructivism, knowledge is not Internet Explorer school teachers to be transferred from the teacher in perfect shape. Students need to build a knowledge that position according to their experience. Learning is the result of his own pupils and teachers can not learn for students. Basic building block of school knowledge is a mental activity with SS scheme used by students as a raw material for the process of reflection and abstraction. Thought students would not face the reality that exists in isolation in the environment. Students know the reality is a reality that he built himself. Students actually have a set of ideas and experiences that form the cognitive structure of their environment. To help students develop new concepts or knowledge, teachers must take into account the existing cognitive structure on them. When new information has been adapted and absorbed recycle as part of their strong hold, then the new frame on a form of knowledge can be built. This process is called constructivism. Several leading members of constructivism holds that learning means that starting with the existing knowledge or experience of students.

Rutherford and Ahlgren opinion that the students have their own ideas about almost everything, where there is no right and wrong. If understanding and misconceptions are ignored or not handled properly, understanding or belief in the original

they will remain even in their examination may give an answer as required by the teacher. John Dewey reinforces the theory of constructivism by saying that educators should implement efficient teaching and learning as the process of organizing or continuous building experience and stressed the importance of student participation in setiapaktiviti P & P. At present, the theory of constructivism is found more relevant and applicable in R & D to be able to help children understand things more easily in line with KurikulumBersepadu School (KBSR), focusing on four prinsipiaitu integrated approach, individual development as a whole, lifelong education and equal education for all pupils. From persepektif recommended in the constructivist epistemology teacher functions will change. Changes will occur in the techniques of teaching and learning, assessment, research, and how to implement the curriculum. For example, this perspective will transform teaching and learning methods that focus on student success meniur exactly what delivered by teachers to teaching and learning methods that focus on the success of students build conceptual schema based on an active experience. It also will change the focus of research from the modeling of the eyes of teachers to learning a concept from the eyes of students.

Problem 2 Constructivist theory of learning based on active involvement of students in problem solving and critical thinking about the learning activities in which they are relevant and interesting. Students construct their knowledge by generating new ideas and approaches based on existing knowledge and experience. Relate to the new situation, merge and add new information to existing intellectual construction. Teachers should be concerned with the existing cognitive structure of

students. New information has been processed will be adjusted and become part of the student, the new framework of knowledge can be built. This process is called constructivism. J. Bruner was one of the prominent learning theory of constructivism. According to Bruner learning is an active process in which students construct new ideas based on current or past knowledge. Pelajr select and modify the information, develop hypotheses, make decisions depending on the cognitive structure to do so. Examples of cognitive structure is schema and mental models that provide meaning and organize experience and allows individuals to go behind the information provided. The curriculum should be organized in spiral form so that students continue to build on the things they have learned.

Bruner (1966) has outlined that there are four main aspects of the theory of teaching: A. Predisposition toward teaching (Predisposition Towards learning) Two. Structuring information so that students have easy access to information. (The ways in Which a body of knowledge can be structured so that it can be most readily grasped by the Learner) Three. Effective arrangement for presenting the material. (The most effective sequences in Which to present material) 4. Naturally rewards or penalties to the student. The best method for structuring the information should result in a brief, generalized statement and upgrade the manipulation of information (The nature and pacing of rewards and punishments. Good methods for structuring knowledge Should result in simplifying, generating new propositions, and increasing the manipulation of information)

Problem 3 Most of the current valuation techniques are based on the objectivist paradigm. In the testing conducted, the students will be tested whether he can answer questions required by policy

makers. They are also considered to have the same interpretation with legislators question of what is required in questions. As a PhD candidature, test questions do not actually test the understanding and knowledge of students, but only to provide students the skills test required by the makers answer questions. According to constructivist theory, the evaluation should include a way to solve the problem reasonably and knowledge. Among the techniques of such assessments is the concept maps, Venn diagrams, portfolio, performance tests and test team. Constructivism members assume the role of teachers is a class manager and can handle things properly discipline. students accepted as being individuals who have the characteristics of different treatments in which each individual is diangap important in the learning process and should be given due attention. They were given the opportunity to make their own decisions about things that they learned. Through this process, they will be more caring, responsible and involved in their learning activities.

Teaching and learning based on constructivism provides an opportunity for teachers to choose teaching and learning methods and determine their own appropriate time needed to obtain a concept or knowledge. In addition, teachers can make self-evaluation and assess the understanding of other people to be understanding of a particular field of knowledge can be improved.