Reorientation Paradigm Learning

Very interesting opinions Prof. Dr. H. Djohar M.S. in his book entitled "strategic Education, Alternative Education for the Future Towards Civil Society" (2003). According to him, the education system at this time still have a role as a stage (delivery system). Teacher standing in front of the student to convey knowledge, while students receive it without having to know the process. Students were forced to accept the science, not understanding the culture of science, so the loss of orientation of his life because they do not read to guid phenomena around them.

As a result of the learning approach that tends to linear indoktrinatif, not only students but also away not able to face real life, to stutter problem itself, especially with the environment and community. In other views, education is now only likely to mencecar left brain only, less build individual learning, and not the self.

Analysis, so of course not without the facts, because in practice still found the atmosphere of learning, confirming sinyalemen above. The most prominent is the tradition of learning solely on the students as "penghapal science" is not "pemaham science" and loaded the "drill" (a matter of practice) with the purpose of pursuing the value of student evaluation reports were distributed or the value of the test. In fact, according to Ausuble, and drill hapalan education is education that is not meaningful. Similarly, according to Paulo Freire (1999), this is how education students and does not fetter human, can cause students to think creatively and not linear.

However, there are steps forward and visionary of the teachers in providing services to the students, with mengadaptasikan themselves against ideas, views, or paradigms-a new paradigm of the present education is relatively more democratic and humane. This is made possible by attitudes of teachers in responding to ideas or innovations new (well informed) in education, diligent conduct testing of various methodologies of learning a new, adaptive and on knowledge and information, whether they are upgrading the results, in the lecture ( for the current study more), from the print media or electronic media.

That is not less important is the willingness of teachers to want to hear the hearts of their students. In the survey the author had to do with the students related to the opinions and desires of the teachers, recorded as follows, "the teachers treat their students as well their own children" teacher can not distinguish students who are less skillful and clever, the rich and the poor , and may not have a darling, "teachers of good example and a precedent for the students, not only teach but also learn from the students," and so forth.

Teaching models that have been used in the era before KBK curriculum should not be abandoned as such, but to try in combination with the models of learning that are now developed. Now known more 30 alternative models of learning that can be practiced teachers with customized learning materials that will be provided, including model Jigsaw, mind mapping, problem-based introduction, articulation, think pair and share, debate, role playing, and other . The core of the various models of learning aims to be more fun teaching the students.

Based on the interests of students, according to Anne Ebbeck in bood book Warly Child Education (1991), learning must take place in a democratic atmosphere is not authoritarian, not necessarily rigid flexible, interest-oriented students are not teachers, giving more freedom not fetter, service a little more on the individual classical, not only textual but contextual (associate with the reality of life), but not reseptif build kontruksivisme students, and simultaneously develop the intellect intellectual, emotional and spiritual.

Appropriate motto of the man behind the gun, and the means any model of learning will be highly depended on the teacher as the main guard and foremost a process of learning.