What is Learning Definition

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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