Learning is a complex
process that happens to everyone and occurs in long-life, since we was a baby
(even in the womb) to grave. One sign that a person has learnt something is a
change in his behavior. Changes in the behavior consist of change of knowledge
(cognitive) and skills (psychomotor) as well as concerning values and
attitudes (affective). Learning is a complex process in which there are several
aspects. These aspects are: a). Increasing the amount of knowledge; b). The
ability to remember and produce; c). There is the application of knowledge; d).
Summing meaning; e). Interpret and relate to reality; f). The change as
personality (Siregar & Nara, 2010)
Anthony Robbins (in
Trianto, 2009), defines learning as a process of creating a relationship
between something (knowledge) that has been conceived and something (knowledge)
are new. In view of constructivism 'learning' is not merely a transfer of
knowledge which is beyond him, but to learn more on how the brain to process
and interpret new experiences with the knowledge they already have in the new
format. According to cognitive learning theory, learning does not just involve
the relationship between stimulus and response. Moreover, learning is a process
of thinking that involves very complex. Knowledge that have owned previously is
very decisive result of learning. (Siregar & Nara, 2010)
Understanding of the
various perspectives of learning as described above, it can be concluded that
learning is a process of behavior change remains from not knowing to knowing,
from not understanding be understood, from less skilled become skilled, and
from old habits into new habits, as well as beneficial to the environment and
individual itself which takes place in the interaction with the environment.
2.1.2 Learning Outcomes
According Dimyanti and
Mudjiono (2002) learning outcomes are the result of an interaction acts and
acts of teaching and learning. From the teachers, teaching act ends with the
evaluation of learning outcomes. From the students, learning outcomes are the
end pieces, and the top of the learning process. Learning outcomes, for the
most part is due to follow the teacher, a teaching goal achievement.
The intended learning outcomes are the most
important starting point for any new teaching–learning program. Learning
outcomes give details of syllabus content. They can be expressed in terms of
the objectives which students should be able to show that they have
achieved, in terms of knowledge, understanding, skills and even attitudes. They
are written as descriptors of ways that students will be expected to
demonstrate the results of their learning. The links between learning outcomes
and assessment criteria need to be clear and direct. Learning outcomes indicate
the standards of courses and modules, and are spotlighted in quality review
procedures. (Race, 2007)
Based
on Bloom’s taxonomy, learning goals can be divided into three categories
including affective, cognitive, and psychomotor that details are as follows:
(1) Cognitive domain; behavior which is
the process of thinking or behavior that includes the work of the brain. In the
Revised Taxonomy, Anderson and Krathwahl (2001) revised the cognitive area.
According to him, there are two categories, namely the cognitive process
dimension and the dimension of knowledge. On the dimension of cognitive
processes, there are six levels of learning objectives, as follows:
1.
Remember: increase the memory of the material presented
in the same form as taught
2.
Understand: able to construct meaning from
instructional messages, including oral communication, written or graphic
3.
Use: using the procedure for doing exercises and
solving problems
4.
Analyze: break down the materials into its constituent
parts and determine how the parts relate to each other and to the whole
structure
5.
Assess: make a judgment based on certain criteria and
standards
6.
Create: create a new product by rearranging the
elements or parts into a pattern or structure that have never existed before
While the dimensions of knowledge, there
are four categories, as follows:
1.
Factual knowledge: contains the basic elements that
should be known to the students if they will be introduced to a particular
subject or to solve a specific problem
2.
Conceptual knowledge: include schema, mental models or
theories in various models of cognitive psychology
3.
Procedural knowledge: knowledge in how to do something,
usually in the form of a set or sequence of steps to be followed
4.
Metacognitive knowledge: knowledge of common
understanding, as awareness about something and knowledge of one's personal
understanding
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