SUBJECT CHARACTERISTICS EDUCATE AS VARIOUS FIGURE

PAPER SCIENCE EDUCATION
SUBJECT CHARACTERISTICS EDUCATE AS VARIOUS FIGURE
SUBJECT CHARACTERISTICS EDUCATE
AS VARIOUS FIGURE

A. Goal
To be able to describe the subject characteristics of learners and their application in learning.

B. Theory
Concrete/Reflective/Abstract/Active – David Kolb
Theory Behind the Model
While some learning style categories focus only on the environmental aspects of learning (auditory, visual, kinesthetic, and tactile), Kolb’s learning styles include perception and processing. According to Kolb, learners perceive and process information in a continuum from concrete experience, reflective observation, abstract conceptualization, and active experimentation:
1. Concrete experience: being involved in a new experience
The Concrete/Reflective/Abstract/Active
From this continuum, Kolb developed four learning styles: Diverger, Assimilator, Converger, and Accommodator. Learners generally prefer one of the four styles above the others. Although Kolb thought of these learning styles as a continuum that one moves through over time, usually people come to prefer, and rely on, one style above the others. And it is these main styles that instructors need to be aware of when creating instructional materials.













2. Reflective observation: watching others or developing observations about one’s own experience
Divergers (Reflective observer/Concrete Experience)
These students are motivated to discover the relevancy or "why" of a situation. They like to reason from concrete, specific information and to explore what a system has to offer, and they prefer to have information presented to them in a detailed, systematic, reasoned manner.
Instructional methods that suit Divergers include:
a. Lecture method--focusing on specifics such as the strengths, weaknesses and uses of a system.
b. Hands-on exploration of a system.
The instructor would be best to mingle with the students, answering questions and making suggestions. Ready reference guides provide handy, organized summaries for this kind of learner.
3. Abstract conceptualization: creating theories to explain observations
Assimilator - (Abstract conceptualization/Reflective observer)
These students are motivated to answer the question, "What is there to know?" They like accurate, organized delivery of information and they tend to respect the knowledge of the expert. They aren't that comfortable randomly exploring a system and they like to get the right answer to the problem.
Instructional methods that suit Assimilators include:
a. Lecture method (or video/audio presentation)--followed by a demonstration.
b. Exploration of a subject in a lab, following a prepared tutorial (which they will probably stick to quite closely) and for which answers should be provided.
c. These learners are perhaps less instructor intensive than some other learning styles. They will carefully follow prepared exercises.
4. Active experimentation: using theories to solve problems, make decisions
Accommodators - (Concrete experience/Active experimenter)
These students are motivated by the question, "What would happen if I did this?" They look for significance in the learning experience and consider what they can do, as well as what others have done previously. These learners are good with complexity and are able to see relationships among aspects of a system.
These teaching methods would work well for an Accommodator:
a. Anything that encourages independent discovery is probably the most desirable.
b. Accommodators prefer to be active participants in their learning.
c. The instructors working with this type of student might expect devil's advocate type questions, such as "What if?" and "Why not?"
Convergers - (Abstract conceptualization/Active experimenter)
These students are motivated to discover the relevancy or the "how" of a situation. Application and usefulness of information is increased by understanding detailed information about the system's operation.
Instructional methods that suit Convergers include:
a. Instruction should be interactive, not passive.
b. Computer-assisted instruction is a possibility.
c. Problem sets or workbooks can be provided for students to explore.
(http://web.cortland.edu/andersmd/learning/Kolb.htm)
Gaya belajar (Learning Style) dapat diartikan sebagai kecenderungan cara yang dipilih seseorang untuk menerima informasi dari lingkungan dan memproses informasi. Gaya belajar setiap orang dipengaruhi oleh faktor alamiah (pembawaan) dan faktor lingkungan. Jadi, ada hal-hal tertentu yang tidak dapat diubah dalam diri seseorang, bahkan dengan latihan sekalipun. Tetapi, ada juga hal-hal yang dapat dilatihkan dan disesuaikan dengan lingkungan yang terkadang justru tidak dapat diubah.
Mengenali gaya belajar sendiri, belum tentu membuat seseorang menjadi lebih pandai, akan tetapi dengan mengenali gaya belajar diharapkan seseorang dapat menentukan cara belajar yang lebih efektif dan mengetahui bagaimana memanfaatkan kemampuan belajar secara maksimal sehingga memperoleh hasil belajar yang optimal.
(Widodo, 2009 : 6)

C. Tools and Materials
1. Quesioner about Learning Style Inventory
2. Various literature on the subject of learner characteristics
3. List of questions for surgical exploration of characters
4. Stationery
D. Procedures
1. Fill the sheet questioner about the Learning Style Inventory in accordance with the conditions themselves according to the charging instructions.
2. Write the Learning Style self profile.
3. Continue the practice by choose one member of the group that will be studied character associated with learning.
4. Write the exploration result of Diagnostic characteristics of group members based on interviews conducted (internal exploration).
5. Connecting the characters mentioned above with a choice of learning media and learning methods, the compression point is how you as a teacher providing effective and efficient learning for the subject students according to their characteristics.
6. Comparing the results obtained by other groups to get a picture of diversity that occurs among individuals and reflect these results comprehensively.
7. Discuss in groups: What are the consequences of diversity characteristics of students towards learning the subject? How teachers should respond to that? How learning can accommodate the diversity of subject characteristics of learners?
8. Reported the results of group discussion and present the results.

E. Data Tabulation
No Group Hasil Learning Style Inventory
CE RO AC AE
1 I (Erdittya Ekanovie N.) 20 17 17 15
2 II (Risma Fembriyanti) 12 14 23 12
3 V (C. Nulat Panggayuh) 16 15 21 12

Note:
CE = Concrete experience
RO = Reflection Observation
AC = Abstract Conceptualitation
AE = Active Experimentation


F. Discussion
1. Subjek I (Erdittya Ekanovie N.)
From the Learning Style Inventory profile picture, it is known that the highest value of 20 achieved at the CE axis which means that the Subject has a value above 95% of the maximum value of 22 on the axis of this CE. It can be concluded that I have a Learning Style to the size of a high concrete experience. Description of Subject Characteristics Educate (Subject Observation).
a. Receptive, Acceptive, Present-Oriented & Experience is high that have score 4
The subject has a learning style that will accept what is given directly in terms of information, emphasizing the need to learn for now (now being done) and more prominent if it already has experience in conducting or in receiving information.
b. Intuitive bernilai 3.
The subject is more logical than intuitive to use, but in some learning, intuitive also used in receiving and processing the information.
c. The Feeling is low
Subjects more striking in receiving information if obtained by direct visual or view events rather than feeling (feeling).
In the area of RO (Reflective experience) under the CE value is 85%, this means that past experience affects the subjects' learning styles, which can form the characteristic Subjects in receiving any information. If described, subjects are more prominent in the Visual learning, Observe (observation), Reflection, and low on the tentative and reserved.
So, we can conclude that through the inventory, which is prominent in the CE / RO, the subjects tended to have a learning style Diverger.
Instructional methods that suit Divergers include:
1) Lecture method--focusing on specifics such as the strengths, weaknesses and uses of a system.
2) Hands-on exploration of a system.
The instructor would be best to mingle with the students, answering questions and making suggestions. Ready reference guides provide handy, organized summaries for this kind of learner.
(http://web.cortland.edu/andersmd/learning/Kolb.htm)

2. Subjek II and Subjek III (C. Nulat Panggayuh dan Risma Fembriyanti)
From the acquisition value of Learning Style Inventory, Subject II scored 57% in AE (Active experimentation), so that II is less subject to use theory to solve problems and make decisions. Subjects were more likely to think AC (Abstract Conceptualization), which is worth 87.5% which is creating its own concept based on the observations that are still in accordance with the basic theory for easier understanding. Actually, if viewed from the acquisition value, subject is more likely to be high on the learning style AC / CE, but concluded that the subject of acquisition asimilator II think the learning styles tend to AC / RO because we did not find the theory of incorporation of learning style AC / CE. Asimilator learning style is more creating a model, but less attention to applied practical ideas.
Subject III also has a high value on the acquisition of merger AC / RO, the Subject III have the same learning style Subjects II. But the acquisition of AE and CE low, respectively - the same 57% respectively. And a high value on the AC that is 96%, this means creating a subject more easily understood concept, but not to deviate from the basic theory.
Instructional methods that suit Assimilators include:
a. Lecture method (or video/audio presentation)--followed by a demonstration.
b. Exploration of a subject in a lab, following a prepared tutorial (which they will probably stick to quite closely) and for which answers should be provided.
c. These learners are perhaps less instructor intensive than some other learning styles. They will carefully follow prepared exercises.
(http://web.cortland.edu/andersmd/learning/Kolb.htm)

G. Conclussion
Each learner has different learning styles. The style can be known based on the Learning Style Inventory completed by each individual participant. Different learning styles that require the application of the applied learning application is different.
We obtained data from 3 subject students. The subject I have students learning styles Diverger, whereas subject II and III students have learning styles Asimilator. Here is a learning method is applied:
1. For learners who have learning styles Diverger
a. Lecture method--focusing on specifics such as the strengths, weaknesses and uses of a system.
b. Hands-on exploration of a system.
The instructor would be best to mingle with the students, answering questions and making suggestions. Ready reference guides provide handy, organized summaries for this kind of learner.
2. For learners who have learning styles Asimilator
a. Lecture method (or video/audio presentation)--followed by a demonstration.
b. Exploration of a subject in a lab, following a prepared tutorial (which they will probably stick to quite closely) and for which answers should be provided.
c. These learners are perhaps less instructor intensive than some other learning styles. They will carefully follow prepared exercises.

H. References
Widodo, Eko, dkk. 2009. Petunjuk Praktikum Pendidikan IPA. Yogyakarta : FMIPA UNY

http://web.cortland.edu/andersmd/learning/Kolb.htm