Characteristics and Effective Learning Strategies

Characteristics and Effective Learning Strategies
Characteristics of Effective Learning
It is said effective learning, if it can achieve the desired learning goals in accordance with indicators of achievement. Effective learning can be identified by the characteristics:
1. Learn effectively both mentally and physically. Mentally active is shown by developing his intellectual abilities, the ability to think critically. And physically, for example compiling the essence of the lesson, making maps, and others.
2. Varied methods, so it is easy to attract the attention of students and the class comes alive.
3. Teacher motivation for learning in class. The higher the motivation of the teacher will encourage students to be active in learning.
4. A democratic atmosphere in schools, namely by creating an environment of mutual respect, being able to understand students’ needs, being considerate, providing opportunities for students to learn independently, respecting the opinions of others (F Febii Scientific Reviews).
5. School lessons need to be connected to real life.
6. Conducive learning interactions, by giving freedom to search, thereby fostering a great sense of responsibility at work and more confident so that children do not depend on others.
7. Provision of remedial and diagnosis of learning difficulties that arise, look for the causes and provide remedial teaching as an improvement, if needed.
Some Terms in Learning Strategies
Some terms are almost the same as strategy, namely methods, approaches, techniques or tactics in learning.
1. Method The method is an effort to carry out a plan that has been prepared in real activities so that objectives can be achieved optimally. The method is used to realize the strategy set. Strategy refers to a plan to achieve learning objectives, while the method is a way that can be used to implement the strategy. Thus a strategy can be implemented with various methods.
2. Approach Approach is our starting point or perspective on the learning process. Learning strategies and methods used can be sourced or dependent on the approach itself.
3. Technique Engineering is a method used in the framework of applying a method. For example, the way that must be done so that the discussion method runs effectively and efficiently.
4. Tactics Tactics are a person’s style of carrying out a particular technique or method.
The tactics are more individual, although two people who use the same lecture method in the same situation and conditions, they will certainly do it differently, for example in tactics using language style so that the material presented is easy to understand.
Thematic Learning Model (Integrated Learning). Learners who are in first, second and third grade elementary school are in the early age range. At that age all aspects of intelligence development such as IQ, EQ, and SQ grow and develop very extraordinary. In general, they still see everything as a whole (holistic thinking) and understand the relationship between concepts simply.
The learning process still depends on concrete objects and experiences experienced directly.
At present, the implementation of learning activities in classes I – III for each subject is done separately ,. In carrying out its activities purely subjects that are only studying material related to that subject. In accordance with the stages of development of children who still see everything as a whole (holistic thinking), learning that presents subjects separately will cause less development of children to think holistically and create difficulties for students.
In addition, with the implementation of separate learning, problems arise in the low class (I-III), among others, the high rate of repeating classes and dropping out of school.
The grade repeating rate and the number of students dropping out of class I is much higher compared to other classes. The data shows that the first grade repeats rate is 11.6% while in the second class is 7.51%, third grade is 6.13%, fourth grade is 4.64%, fifth grade is 3.1%, and grade six is 0.37%. In the same year the first grade dropout rate was 4.22%, still far higher compared to second grade 0.83%, third grade 2.27%, fourth grade 2.71%, fifth grade 3.79%, and sixth grade 1.78%.
The national figure is even more alarming when seen from the data in each province, especially those which only have a little kindergarten. That happened especially in remote areas. At present there are only a few first grade students attending pre-school education before.
These problems indicate that the readiness of schools for the majority of primary school students in America is quite low. Meanwhile, the results of the study showed that students who had entered kindergarten had better preparedness to attend school compared to students who did not attend kindergarten education. In addition, differences in approaches, models, and principles of learning between early elementary school classes and pre-school education can also cause students who have attended pre-school education to be able to repeat classes or even drop out of school.
On the basis of the above thought and in the context of implementing the Content Standards contained in the National Education Standards, learning in the early grades of primary school namely first, second and third grade is more suitable if managed in integrated learning through thematic learning approaches. To provide an overview of thematic learning that can be used as a reference and a concrete example, a thematic learning implementation model is prepared.