Learning Model

In implementing the Competency-Based Curriculum, E. Mul (2003) provides five models of learning that are considered in accordance with claim Curiculum Competency-Based, namely: (1) Contextual Learning (Contextual Teaching Learning), (2) Role Play (Role Playing); (3) Participatory Learning (Participative Teaching and Learning ); (4) the complete (Mastery Learning), and (5) with the Learning Module (Modular Instruction). Meanwhile, Gulo (2005) consider the importance of learning strategies inkuiri (inquiry). Below will be described in brief from each of these models.

. Contextual learning (Contextual Teaching Learning)
Contextual learning (Contextual Teaching Learning) or truncated normal CTL is the concept of learning that emphasizes the relation between the material world of learning with real life, so that the students able to connect and apply the competencies learned in daily life.

In contextual learning, the task of teachers is to provide ease of learning to students, by providing various facilities and adequate learning resources. Teachers are not only learning the material in the form material to be memorized, but set the environment and learning strategies that enable students to learn.

With excerpt thought Zahorik, E. Mulyasa (2003) revealed that five elements must be considered in the context of learning, namely:


1.Learning must consider the knowledge already possessed by students
2.Learning starts from the overall (global) to the part-part special (from general to specific)
3.Learning must be emphasized on the understanding, the following manner: (a) while preparing the concept, (b) make sharing to obtain input and feedback from others, and (c) revise and develop the concept.
4.Learning efforts on practice directly what is learned.
5.There is a reflection of the learning strategy and the development of knowledge learned.

B. Role Play (Role Playing)
Playing the role model is one of the efforts directed at problem-solving related to the relationship inter human (interpersonal relationship), especially concerning the life of the students.

Learning experience obtained from this method include, the ability of cooperation, communicative, and an incident to interpretation Through role playing, students try to explore the relationships antarmanusia with the parade and to discution, so that together the students can explore the feeling, attitudes, values, and various problem-solving strategies.
With extract from Shaftel and Shaftel, (E. Mulyasa, 2003) revealed the stages of learning to play the role include: (1) warm atmosphere and to motivate students, (2) select the role, (3) step-up stage role; (4) prepare observer; (5) prepare the observer; (6) phase characterization; (7) discussion of evaluation and discussion phase and evaluation phase I; (8) re-characterization, and (9) discussion and evaluation of Phase II and (10) share experiences and decision making.

C. Participatory learning (Participative Teaching and Learning)
Participatory learning (Participative Teaching and Learning) is a model of learning by involving students actively in the planning, implementation, and evaluation of learning. By borrowing ideas Knowles, (E. Mulyasa, 2003) the indicator partsipatif learning, namely: (1) the mental and emotional involvement of students, (2) the willingness of students to contribute in achieving the goals; (3) in learning activities there are things that benefit students.
Development of participatory learning is done with the following procedures:

1.
Creating the atmosphere that encourages students to learn.
2.
Helping students prepare a group, so ready to learn and membelajarkan
3.
Helping students to find and diagnose learning needs.
4.
Help students prepare to study purposes.
5.
Helping students to design patterns of learning.
6.
Helping learners to learning activities.
7.
Helping learners to evaluate themselves against the process and results of learning.

D. Thorough study (Mastery Learning)
Thorough study assumes that in the exact condition of all the students able to learn well, and get the results that the maximum of the whole material learned. So that all students gain the maximum learning results, learning must be carried out with systematic. Kesistematisan will be reflected in the learning strategies implemented, especially in organizing the objectives and learning materials, conduct evaluations and provide guidance to students who failed to achieve its intended purpose. The purpose of learning should be organized specifically to make it easier to do the study results, the materials need to be a unit of study-specific, and complete control of the material for all purposes of the study required each of the students before the learning phase in the next step. Evaluation that was conducted after the students complete a specific learning activities is the basis for obtaining balikan (feedback). The main purpose of evaluation is to obtain information about the achievement of goals and control of materials by students. The evaluation used to determine where and in what the students need to obtain guidance in achieving the goal, so all students can achieve, and the study of the maximum (complete study).

Strategy thorough study can be distinguished from non-teaching thoroughly studied in the following: (1) implementation of the tests regularly to obtain balikan of material that is taught as a tool to diagnose the progress (progress Diagnostic test), (2) new students may move on the next lesson after he was truly the study in accordance with the previously defined criterion, and (3) guidance and counseling services to students who failed to achieve full control of the extent, through the teaching remedial (corrective instruction).

Thoroughly study the strategy developed by Bloom, includes three parts, namely: (1) identify pre-conditions, (2) develop operational procedures and results of learning, and (3c) in the implementation of classical learning with a "flavor" to adjust to individual ability, which include: (1) Corrective technique that is a kind of remedial teaching, the purpose of providing instruction to the students failed to achieve, with procedures and methods that differ from the previous, and (2) provide additional time to students who need (before the material completely).

In addition to the implementation in the classical learning, to learn more thoroughly implemented in individual learning. Thoroughly learn the system to reach optimal results when supported by a number of media, both hardware and software, including the use of computer (internet) mengefektifkan to the learning process.

E. Learning module with (Modular Instruction)
The module is a process of learning about a particular criticism of organized systematically, operational and effective for use by students, along with guidelines for the use of teachers.

Learning system with module has the following characteristics:

1.
Each module should provide the information and implementation of clear instructions about what should be done by students, how to do, and learn what resources should be used.
2.
Meripakan individual learning module, so that to seek to involve as many characteristics of students. In each module must be: (1) allows students to progress according to the learning ability, (2) allows students to measure learning progress that has been obtained, and (3) focus students on learning goals that are specific and can be measured.
3.
Learning experience in the module is provided to help students achieve the goal of learning is as effective as and as efficiently as possible, and allows students to make learning an active, not just reading and listening, but more than that, the module provides the opportunity to play the role (role playing), and simulation discussions.
4.
Learning material is presented in a logical and systematic, so that students can menngetahui when he start and end of a module, and does not rise to questions about what to do or learn.
5.
Each module has a mechanism to measure the achievement of learning goals of students, particularly to provide feedback for students learning in achieving exhaustiveness.

In general, learning the system module will involve several components, including: (1) the activities of students, (2) pieces of work; (3) the key pieces of work; (4) the problem, (5) answer sheets, and (6) key answer.

Components are packed in a module format, as follows:

1.
Introduction, which contains the general description, such as the material presented, knowledge, skills and attitudes that will be achieved after the study, including the ability to be held early to learn the module.
2.
Learning Objectives; contain specific learning goals that must be achieved students, after learning modules. In this section the purpose of loading terminal and the final goal, and the conditions for achieving the goal.
3.
First Test, used to define the position of students and the ability to know first, to determine where he should start learning, and need to learn whether or not the module.
4.
Learning Experience; that contain the details of the materials for each specific learning goals, followed by a formative assessment as balikan for students to learn about the purpose of dicapainya.
5.
Learning resources; contains about resources that can be learned and used by students.
6.
End Test; instruments used in the tests with the same end which is used in the initial tests, only more focused on the goal of each module.

Main task of teachers in the learning module is a system to organize and manage the learning process, among others: (1) prepare a conducive learning situation, (2) assist students who experience difficulty in understanding the contents of the module or task, (3) conduct research on each learners.

F. Learning Inkuiri
Inkuiri learning is a learning activity that involves the most of all the students ability to explore and investigate things (objects, people or events) in a systematic, critical, logical, analytical, so they can formulate their own penemuannya with full confidence.

Joyce (Gulo, 2005) revealed conditions which is a common requirement for the emergence inkuiri activities for students, namely: (1) social aspects in the classroom atmosphere and free-permisif open and invite the students discuss, (2) focuses on a hypothetical need to test their accuracy, and (3) the use of the facts as evidensi and in the learning process discussed the validity and reliability of the facts, as often in the hypothetical.

Inkuiri process is done through stages as follows:

1.
Formulate problems; ability that is required: (a) awareness of the problem, (b) see the importance of the problem and (c) formulating the problem.
2.
Develop a hypothetical; the respondent's ability to develop in this hypothetical is: (a) to test and characterize the data can be obtained, (b) and of the view that there is a relationship logically, and formulate a hypothetical.
3.
Test answers tentatively, that ability is required: (a) up events, comprising: identifying events that are needed, collect data, and evaluate data; (b) preparing the data, consisting of: translation data, interpret the data and data to clasificated., ( c) data analysis, consisting of: see the relationship, noted similarities and differences, and identify trends, sekuensi, and regularity.
4.
Interesting conclusion, the ability to be charged are: (a) search for patterns and relationships of meaning and (b) formulate conclusions
5.
Implement the conclusions and generalization

Teachers in developing attitudes inkuiri in the class have a role as counselor, consultant, a critical friend and facilitator. He must be able to guide and reflect the experience of the group, and provide convenience for the working group.

To understand more about the models of learning, you can access the link below.