Teaching Methods Based Typology of Student Learning

Title: Teaching Methods Based Typology of Student Learning
This material is suitable for all Education Sector.
Name & E-mail (Author): Adrian
I Students in the S-3 PPs State University of Yogyakarta
Topic: Teaching Methodology
Date: October 20, 2004
Teaching Methods Based Typology of Student *)
By: Adrian **)

I. INTRODUCTION
A. Background Issues
Education is a conscious effort to develop the potential of Human Resources (HR) through teaching activities. There are two educational concepts relating to others, namely learning (learning) and learning (intruction). The concept of learning is rooted in the learner and the learning concept is rooted on the part of educators.
In the process of teaching and learning (PBM) will be an interaction between learners and educators. Learner is a person or group of people as the search, the receiver needs a lesson, while educator is a person or group of people who work as processing a set of teaching and learning activities and other roles that enable ongoing effective teaching and learning activities.
Teaching and learning activities involve several components, namely learners, teachers (educators), learning objectives, lesson content, teaching methods, media and evaluation. The purpose of learning is to change behavior and positive behavior of students after participating in learning activities, such as: the psychological changes that will appear in the behavior (over behavior) that can be observed through the sensory organs by others well-spoken, motor and style his life.
Desired learning objectives necessarily optimal, for there are some things that need to be considered by educators, one of which according to the authors is important is the methodology of teaching.
Teaching is a key term that is almost never escape from the discussion of education because of the closeness of the relationship between the two.
Teaching methodology in education need is owned by educators, because the success of Teaching and Learning (PBM) depends on how the teaching / teacher. If the way good teachers teach according to students, then students will be diligent, industrious, enthusiastic receive lessons are given, so hopefully there will be changes in student behavior and well-spoken, polite manners, motor and lifestyle.
Teaching methodologies are manifold, we as educators should certainly have a diverse teaching methods, so that the learning process does not use only one method alone, but must be varied, which is tailored to the type of student learning and the conditions and circumstances that existed at the time, so purpose of teaching that was formulated by educators can be realized / achieved. Because it is so important teaching method in teaching the writer inspired to write and parse them so that the authors of this paper titled "Teaching Methods Based Typology of Student Learning".

B. Problem Identification
From the background of the problems mentioned above, then problems arise as follows:
1. Is it true that education can foster the potential of Human Resources (HR) in teaching activities?
2. Is there any interaction between learners and educators in the Teaching and Learning (PBM)?
3. Do the components in Teaching and Learning Activities (KBM)?
4. What type of student learning different?
5. Do educators need to know the type of student learning?
6. What type of student learning needs in the observation?
7. Do educators need to have a variety of teaching methods?
8. What is the relationship with the type of learning methodology to teach students?

C. Limitation Problem
Based on the background and identification of problems, so that the decomposition of paper is more directed and focused the authors limit on points 4,5,6,7 and 8 of the above identification problem, namely:
1. What type of student learning different?
2. Do educators need to know the type of student learning?
3. What type of student learning needs in the observation?
4. Do educators need to have a variety of teaching methods?
5. What is the relationship with the type of learning methodology to teach students?
D. Problem formulation
Based on the background, problem identification and limits the formulation of the problem is as follows:
1. What type of student learning different?
2. Do educators need to know the type of student learning?
3. What type of student learning needs in the observation?
4. Do educators need to have a variety of teaching methods?
5. What is the relationship with the type of learning methodology to teach students?
E. Purpose of Paper
Writing paper aims to inform the readers, that the importance of teaching methodology dominated by educators, and educators sought a methodology that owned at the time of practice tailored to the type of student learning, so hopefully we deliver recorded material and digested by learners, and can be shown by their attitudes and behavior in daily life.
II. DISCUSSION
A. Definition
1. Type Definition
Type: stance, movement, gestures, marking the characteristic air of a person, or a certain movement that is set to attract the attention of others.
2. Understanding Learning
² Cronbach (1954) argues: Learning is shown by a change in behavior as result of experience; learning can be done either by experiencing.
² According to Spears: Learning is to Observe, to read, to imited, to try something themselves, to listen, to follow direction, where the experience can be obtained by using the five senses.
² Robert. M. Gagne in his book: The Conditioning of learning suggests that: Learning is a change in human disposition or capacity, Greenwich persists over a period of time, and Greenwich is not simply ascribable to process of growth. Learning is a change that occurs in the human ability after learning continuously, not only due to the growth process only. Gagne believes that learning is influenced by factors outside ourselves and within ourselves and both factors interact with each other. In theory the concept of learning Gagne psychology this is called a blend of behaviorism and stream flow instrumentalism.
² Lester.D. Crow and Alice Crow define: Learning is the acuquisition of habits, knowledge and Attitudes. Learning is an attempt to acquire the habits, knowledge and attitudes.
Hudgins ² Cs. (1982) argues the traditional nature of learning to learn can be defined as a change in behavior, resulting in the experience.
² Jung, (1968) defines that learning is a process in which the behavior of an organism is modified by experience.
² Ngalim Purwanto, (1992: 84) suggests learning is any relatively permanent change in behavior, which occurs as a result of training or experience.
From the definitions above can be concluded that learning is a whole range of activities or activities undertaken consciously by a person and cause a change in him in the form of additional knowledge or skill based on sensory organs and pengalamannya.Oleh therefore if after learning of learners there is no change in behavior positive behavior in the sense of not having new skills and insights of knowledge has not increased it can be said that learning has not been perfect.
Basically, the principle of learning is more focused on the activities of students on which to base the learning process both dijenjang Elementary School (SD), Junior Secondary School (Junior High), senior high school (high school) and university level.

3. Understanding Students / of Students
² A person registrered in an education and pursuing a course of study (A person who is enrolled at an educational institution and follow a path of study). Asa S. Knowles, Editor-in-Chief, The International Encyclopedia of Higher Education, Volume 1, 1977.
² A student is a man or woman, who knows how tp read books. (A learner is a man or woman who knows how to read the books). The Future of The Indian University
² Learners (students) is a person or group of persons acting as agents search, receiving and storing the contents of the lessons needed to achieve the goal (Aminuddin Rashad, 2000: 105)
² Learners or students or students or educated.
Who and how learners?
1) Learners as individual / personal (whole person):
This individual is interpreted to mean "Someone who does not rely on others, in a sense really of a personal self-determination and not forced from outside, also has its own nature and desires (Abu Ahmadi, 1991; 39)
For that learners should be viewed philosophically, that is, accept the presence of ego, keindividuannya, as it should it exist (existence).
2) Learners according to age and developmental stage
a. 0-7 years of childhood
childhood is the period started playing, making friends, communicating with the outside world.
b. 7-14 years of school
at ages 12 annual student typically enters a critical period, in which educators should pay more attention and give insight and guidance.
c. 14-21 years puberitas
puberitas period is divided into three:
a) The pre puberitas: women 12-13 yr Male 13-14 yr
b) The puberitas: women 13-18 yr Male 14-18 yr
c) The adolesen: women 18-21 yr Male 18-23 yr

3) Learners by status and level of ability.
The word here means the state status of learners in general is seen in its ability (intelligence).
The ability of learners can be classified 3 groups:
a. Learners are super normal
b. Learners normal
c. Learners sub normal

For more details see scheme below:
Genius IQ 140 and above
Super-normal IQ Gifted 130-140
Superior IQ 110-130
Normal and Normal IQ 90-110
A little under a degree of mental
Sub Normal Normal /
Berdoline IQ 70-90
Debil IQ 50-70
Normal sub Insibil IQ 25-50
Idiot IQ 20-25
4. Understanding Student Type
From the terms which the author described above it can be concluded that the type of student learning is an attitude or mannerism made by a person or group of people as the search, the receiver needs a lesson, based on the experience he personally experienced with the appropriate use of his senses.
5. Understanding Methodology
Methodology derived from the Latin "Meta" and "Hodos" means distant meta (beyond), Hodos means the way (way). Methodology is the science about the ways of achieving goals.
6. Understanding Teaching
² Arifin (1978) defines that teaching is ". A series of activities delivering learning materials to students in order to receive, respond, retain and develop materials that lesson".
² Tyson and Carroll (1970) suggests that teaching is. a way working with students ... A process of interaction. the teacher does something to the student, the students do something in return. From the definition it is envisaged that teaching is a way and a process of reciprocal relationship between students and teachers who are both active in the activities.
² Nasution (1986) argues that teaching is ". An organized activity or set the environment as well as possible and connect with children, resulting in the learning process".
² Tardif (1989) defines, teaching is. any action performed by an individual (the teacher) with the intention of facilitating learning in another individual (the learner), which means that teaching is an act carried out by someone (in this case educators) with the purpose of assisting or facilitating another person (in this case the participants learners) learning activities.
² Biggs (1991), an expert on the psychology of teaching concepts divide into three kinds of terms, namely:
a. Quantitative understanding of where the teaching is defined as the transmission of knowledge, namely the transmission of knowledge. In this case the teacher only needs to master the field of study and impart knowledge to students with sebai as possible. Problems students are successful or not is not the responsibility of teachers.
b. Institutional understanding of teaching means. the efficient orchestration of teaching skills, ie the arrangement of all the ability to teach efficiently. In this case the teachers are required to always be ready to adapt various teaching techniques to students with various types of learning and different talents, abilities and needs.
c. Qualitative sense in which teaching is defined as the facilitation of learning, namely the effort to help facilitate the learning activities of students search for meaning and understanding.
From the definitions of teaching from experts in the above can be concluded that teaching is an activity that tersistem of an environment consisting of educators and learners to interact in performing an activity resulting in learning and teaching purposes tercaqpai.
7. Understanding Teaching Methodology
From the definitions and teaching methodologies that have been described above, the authors conclude that the notion metodolgi teaching is the study of ways to do activities that tersistem of an environment consisting of educators and learners to interact in performing an activity so that the learning process goes well in terms of teaching objectives achieved.
In order to achieve teaching objectives in accordance with the previously formulated by educators, it is necessary to know, learn some methods of teaching, as well as practiced at the time of teaching.

B. Teaching Methods
Some teaching methods may be varied by educators include:
1. Methods Lecture (Preaching Method)
Lecture method is a method of teaching to deliver information and knowledge saecara spoken to a number of students who generally followed passively. Muhibbin Shah, (2000). Lecture method can be considered as only one of the most economical method to convey information, and the most effective in overcoming the scarcity of literature or an appropriate referral to reach and understand the purchasing power of students.
Some weaknesses lecture method is:
a. Make students passive
b. Contains elements of coercion to students
c. Containing student critical power (Daradjat, 1985)
d. Students who are more responsive from the vision loss and visual will be more responsive to students who could be larger auditifnya accept it.
e. Difficult to control the extent of students' acquisition of learning.
f. Teaching activities into verbalisme (understanding words).
g. If too long tedious. (Syaiful Bahri Djamarah, 2000)
Some of the advantages lecture method is:
a. Easy to master class teacher.
b. Teachers easily explain a large amount of lesson material
c. Can be followed by students in large numbers.
d. Easy to implement (Syaiful Bahri Djamarah, 2000)
2. Discussion method (Discussion method)
Muhibbin Shah (2000), defines that the discussion method is a method of teaching which is closely related to solving problems (problem solving). This method is commonly referred to as discussion groups (group discussions) and the recitation with (socialized Recitation).
Discussion method in teaching and learning applied to:
a. Encourage students to think critically.
b. Encourage children to express their opinions freely.
c. Encourage students to donate the fruit he thought to memcahkan joint problems.
d. Taking an alternative answer or multiple answers to solve the problem berdsarkan careful considerations.
Excess discussion method as follows:
a. Students aware that problems can be solved with a variety of road
b. Ank students realize that by discussing them with each other to express opinions in a constructive manner so as to obtain a better decision.
c. Allowing students to listen to the opinions of others even if different opinions and to familiarize tolerance. (Syaiful Bahri Djamarah, 2000)
Weaknesses discussion method as follows:
a. can not be used in large groups.
b. Discussion participants had limited information.
c. Can be controlled by people who love to talk.
d. Usually people want a more formal approach (Syaiful Bahri Djamarah, 2000)
3. Method of demonstration (Demonstration method)
Demonstration method is a method of teaching by way of demonstrating things, events, rules, and the sequence perform an activity, either directly or through the use of the medium of instruction relevant to the subject or the material being presented. Muhibbin Shah (2000).
Demonstration method is a method used to show something or the workings of the process of an object related to the lesson material. Djamarah Syaiful Bahri, (2000).
Psychological benefits of pedagogical demonstration of the method are:
a. Students can be more focused attention.
b. Student learning is more focused on the material being studied.
c. Experiences and impressions as a result of learning more embedded in students (Daradjat, 1985)
Excess demonstration method as follows:
a. Helping students understand clearly the course of a process atu a body of work.
b. Facilitate different kinds of explanations.
c. Yeng mistakes resulting from the lectures can be improved through observations and a concrete example, drngan presenting real objects (Syaiful Bahri Djamarah, 2000).
Weaknesses demonstration method as follows:
a. Students are sometimes difficult to see clearly objects that will be displayed.
b. Not all objects can be demonstrated
c. Difficult to understand when demonstrated by teachers who lack control of what was demonstrated (Syaiful Bahri Djamarah, 2000).
4. Lecture method plus
Plus the lecture method of teaching methods that use more than one method, namely the lecture method lainnya.Dalam join with this method the authors will describe methods of lecture plus three kinds, namely:
a. Lecture plus question and answer methods and tasks (CPTT).
This method is a method of teaching a combination of lectures with question and answer and administration tasks.
This mix of methods should ideally be done secar order, namely:
1). Delivery of content by teachers.
2). Giving opportunity to ask for between teachers and students.
3). Giving the task to students.
b. Method of lectures plus discussions and assignments (CPDT)
This method is done in an orderly manner in accordance with the order pengkombinasiannya, the first teacher describes the subject matter, then hold a discussion, and finally gave the task.
c. Method demonstrations and lectures plus exercises (CPDL)
This method is a combination of activities dalah describe the subject matter with demonstrated activity and exercise (drill)
5. Recitation method (Recitation method)
Recitation method is a method of teaching where students are required to make a resume with the sentence itself.
Excess recitation of the following methods:
a. The knowledge students gain from learning the results themselves will be remembered longer.
b. Protégé the opportunity to foster the development and the courage to take initiative, responsibility and stand-alone (Syaiful Bahri Djamarah, 2000)
Weaknesses recitation method as follows:
a. Sometimes students committed fraud in which students simply imitate the apartment without a job do not bother yourself.
b. Sometimes the task is done by others without supervision.
c. Difficult to meet the tasks that individual differences (Syaiful Bahri Djamarah, 2000)
6. Experimental methods (Experimental method)
Experimental method is a method of giving students opportunities to individuals or groups, to be trained to do a process or experiment. Djamarah Syaiful Bahri, (2000)
Experimental method is a teaching method that uses a particular and performed more than once. For example in the laboratory.
Excess experimental method as follows:
a. This method can make the students more confidence in the correctness or conclusions based on the experiment itself rather than just accept the word of teachers or books.
b. Students are able to develop the attitude to hold exploratory study (exploring) about science and technology.
c. With this method would terbina man who can bring new breakthroughs with the discovery as a result of an experiment that is expected to benefit the welfare of human life.
Shortage of experimental methods as follows:
cient tools do not lead to any students had the opportunity to experiment.
b. If the experiment requires a longer period of time, students must wait to continue the lesson.
c. This method is more appropriate to present the fields of science and technology.
7. Methods Study Tour (Study tour method)
Methods of the field trip is a teaching method designed in advance by educators and students are expected to make a report and discussed along with other learners as well as accompanied by educators, who then recorded.
Excess field trip the following methods:
a. Trips to apply the principles of modern teaching environment that utilizes real in teaching.
b. Makes the material learned in school becomes more relevant to the realities and needs that exist in society.
c. Teaching can further stimulate the creativity of children.
Shortage of field trip the following methods:
a. Requires preparation involving many parties.
b. Require the preparation of planning.
c. Recreational trips are often an element in priority than the primary goal, while the elements neglected his studies.
d. Requires closer scrutiny of every move students in the field.
e. The cost is quite expensive.
f. Requires responsibility for teachers and school field trips and safety smoothness protege, especially long-term and distant trips.
8. Skills training methods (Drill method)
Skills training method is a method of teaching, where students are invited to place skills training to see how to make something, how to use it, for what is made, what its benefits and so on. Examples of skills training to make bags from the mute / trinkets.
The advantages of skills training methods as follows:
a. Able to acquire motor skills, such as writing, recite the letters, making and using tools.
b. Able to acquire the mental skills, such as in multiplication, addition, subtraction, division, tanda-tanda/simbol, and so on.
c. Can be habit-forming and increase accuracy and speed of execution.
Lack of skills training methods as follows:
a. Inhibiting the talent and initiative protégé because more students were taken to the adjustment and directed away from understanding.
b. Raises a static adjustment to the environment.
c. Sometimes tyang exercise carried out repeatedly is a monotonous and boring easily.
d. Can cause verbalisme.
9. Methods of teaching team (Team teaching method)
Team teaching method is a method in which educators teach more than one person, each of which has the task. Usually one of an educator appointed as coordinator. How to test it every educator create a problem, then combined. If the oral examination, each student being tested must be directly confronted with the educator team.
10. Methods of teaching their peers (Peer teaching method)
Methods of teaching their peers is a teaching method which is assisted by his friend
11. Method of problem solving (problem solving method)
This method is a method of teaching where students are given the questions, then asked to solve.
12. Design method (projeck method)
which is a teaching method in which educators must design a project that will be studied as objects of study.
Excess design method as follows:
a. Can break down the mindset of a narrow protege becomes wider and menyuluruh in looking at and solving problems encountered in life.
b. Through this method, fostered by familiarizing students apply knowledge, attitudes, and skills with the integrated, the expected practical and useful in everyday life.
Disadvantages design method as follows:
a. Curriculum prevailing in our country today, either vertically or horizontally, not to support the implementation of this method.
b. Organizational learning materials, planning, and implementation of this method is difficult and requires special expertise of teachers, while teachers are not prepared for this.
c. Must be able to choose topics appropriate unit needs students, sufficient facilities, and have the resources needed to learn.
d. Material is often the broad lessons that can obscure the basic unit are discussed.
13. Methods Section (Teileren method)
which is a method of teaching by using partial, for example paragraph per paragraph and then connected again with another verse which is of course related to the problem.
14. Global method (Ganze method)
ie a method of teaching where students are told to read the whole material, then students resumed what they can absorb or capture the essence of the material.
C. Typical Characteristics Comparison of Teaching Methods
Nature Methods Material Weakness Destination Excellence
CeramahDemonstrasiDiskusi Informative, faktualPrinsipal, factual, keterampilanPrinsipal, conceptual skills PengetahuanPemahaman aplikasiPemahamanAnalisis understanding, synthesis, evaluation, application materials tersajiSiswa More memorable mendalam.Siswa berpengalamanDan active, courageous and critical Students pasifLebih many tools and biayaMemboroskan waktuDidominasiSiswa yangpintar
Teaching methods have educators try to be varied, so that students in a classroom type of learning that can receive a certain range, digest, master the material provided by educators as efficiently and effectively as possible. How can we expect it to be true? One solution is a master educator in addition to several teaching methods, must know also the type of learning students. In order to sync between educators teaching methods with the type of learning student. That is the method used in megajar have been adjusted to the type of learning student. For example the type of student learning visually, it will be more easily digested by the students when teachers teach with slides, paper, or drawn directly on the board. For that let us see beberpa type of learning student.
D. Some Type of Student
Knowing the type of student learning helps teachers to be able to close all or nearly all students by simply convey information by the different styles that are tailored to the type of learning student.
Some Type of Student As Below:
1. Type of Visual Learning.
For students who learn visually-type, which mememgang important role is the eye / vision (visual), in this case teachers use teaching methods that should be more / emphasis on demonstration / media, invite them to the objects associated with the lesson, or by showing peraganya tools directly to students or draw on the board.
The characteristics of Type Visual Learning:
Talk sooner rather ²
² vain in dress / presentation
² Not easily distracted by noise
² Given seen, than heard
² Prefer to read from the read
² The reader quickly and diligently
² Sometimes knowing what to say, but not good at choosing words
² Prefer a demonstration of the speech
² More like music than art
² Having trouble remembering verbal instructions unless they are written, and often enlist the help of someone to repeat
Given by the Association of Visual ²
2. Learning auditory type.
Students who are counting-type auditory learning success through the ears (hearing instrument), for it then the teacher should have to pay attention to their students up to the hearing instrument. Because it would be futile to explain to the student teacher who was deaf, even though the teacher was explaining loudly, clearly and with appropriate intonation.
The characteristics of auditory Study Type:
² When working like bicaa to yourself
² Presentable appearance
Easily distracted by the commotion ²
² Learning by listening and remembering what was discussed rather than being viewed
² Good to read aloud and listening
² Move their lips and say the writing on the book when reading
² He usually eloquent speaker
² More good at spelling out loud rather than writing
² Prefer verbal jokes instead of reading comics
² Having problems with tasks involving visual, such as cut pieces to fit together
² Speaking in rhythmic patterned
² Can be repeated again and imitate the tone, rhythm and timbre
3. Type Kinesthetic Learning.
Students who studied this type of learning through movement and touch.
The characteristics of Kinesthetic Learning Type:
Speaking slowly ²
² Presentable appearance
² Not too easily distracted by noise situation
² Learning through the practice of manipulating and
² Memorizing by walking and seeing
² Using a finger as a guide when reading
² Feeling difficult to write but great for storytelling
² Like the books and they reflect the action with body movement while reading
Liking the game a busy ²
² Can not remember the geography, unless they had been in place
² Contact with people to get their attention Using words that contain the action
4. Type Tactile Learning.
Tactile means palpation or touch. Students who like this through the absorption of the educational arm or tentacle of the skin.
Example: set the worship space, determine the damaged fruits (rotten)
5. Study Type Olfaktoris.
The success of students who olfaktoris type, depending on the olfactory senses, the type of students it will very quickly adapt to the atmosphere of environmental odors.
Students of this type would be suitable if working at the laboratory
6. Study Type Gustative.
Students who type gustative (tasting ability) are those that characterize learning to rely more kecapan tongue. They will more quickly understand what he had learned through the senses kecapnya.
7. Study Type Kombinatif.
Students type kombinatif are students who can and are able to follow the lessons by using more than one device can receive lessons indra.Ia view of the eyes and ears as well as learning.
Because many different types of student learning, then we as educators should recognize the right of our students and educators should have a variety of teaching methods, so that students can receive or understand what is conveyed by the teacher to effectively and efficiently as possible.
F. Factors that influence student learning
a. Internal factors (factors from within the student), a condition / state of mind and body of students
b. Ekstenal factors (factors outside the student), the environmental conditions around the students.
c. Factor learning approach (approach to learning), which is kind of efforts that include students' learning strategies and methods used to perform learning activities of students learning materials.
To clarify the description of the factors that affect student learning, consider the chart below:
Factors Affecting Learning
Variety of factors and elements
External Internal Students Students Students Learning Approach
1. Physiological aspects: - Physical-tone eyes and telinga2. Psychological aspects-intelligence-attitude-interest-talent motivation 1. Socio-Environmental-family-community of teachers and staff-teman2. Non-social environment-the home-school-equipment-natural one. High-speculative approach-achieving2. Medium-analitical approach-deep3. Approach Low-reproductive-surface
G. Relationship With Type Learning Teaching Methodology
Several teaching methods have been described above the author should be controlled and varied by educators, with the aim of teaching practiced at the time directly, so that students consisting of bebrapa types of learning can be listened to, receive, digest and understand, so that learners can apply it in everyday life -day, as there are positive changes in behavior that is from not knowing to knowing, wider horizons, said he is more polite and more intellect hidupnyapun style.
Teaching methods clearly closely related to the types of learning students, because in good teaching and learning process is when there is interaction between the learners with educators. For those reasons, educators must be able to create a comfortable situation, evoke the spirit of learning, encourage and make students enthusiastic to learn. So that the learning objectives achieved. How do I create it?. Note the type of learning most of the students we teach. If the type is a type of learning tebanyak auditory learning, then we would be incorrect to use the lecture method or listening to tapes, but also interspersed with the pictures (demonstration), can also play the film so that students can see (visual) is clearly what happened. With expectations of learners in diverse learning class type, it can be listened to, watched, and become involved in teaching and learning process and there is interaction of the two.
For more details see the example in that it:
a learner has just received a gift parcel of the box, after the learners to open it, it turns out that the box contains a Barbie doll house in a state composed of 25 breaks down the separate sections are equipped with a thick 20-page guide to assist students in arranging the house of Barbie them.
• How learners overcome this?
• Is the learner to read the book as well as confused and unclear until he saw the illustrations and start connecting its parts?
¨ Or conversely, students are confused by a series of parts of it? But after the students read the book it becomes very clear instructions?
v If the learners to read illustrations and eventually became clear to learners, it is most likely classified as learners Visual learners.
v Because educators know that students learn the type of type of visual learning, then it is good educators explain the material to the lecture method, using a slide or by using the module.
v If students can not complete the assembling of the parts by the user or through drawings, then call the apartment learners who membaerikan gift over the phone earlier and explain how merankainya and eventually becomes clear, then this indicated that students classified as auditory learners .
v Because the participant students studying auditory type, then you should educators when teaching using the lecture method, memutarakan tapes, or be varied between a lecture with a question and answer.
v If you see students in starting a settlement with the parts physically, probably belonging to students tactile learners. In this case many educators should use methods in addition to a lecture demonstration or varied by the method of skills training.
III CLOSING
A. Conclusion
1. Varied teaching methods need to be held by educators and practiced at the time of teaching.
2. This type of learning students need to be known by educators, through observation so that educators can customize what method will be applied at the time of teaching.
3. This type of learning student is different, because many factors, including: neighborhood, family, parents, and so on.
4. Educators are wise in the implementation of teaching (learning) have always thought how his students, whether students can understand what is delivered, whether the students experienced the learning process, whether the material in accordance with the understanding and maturity of the child, and so on.
B. Suggestion
1. Teaching methods should be tailored to the type of student learning so that what is delivered can be ingested, mastered, and understood by learners.
2. Educators should know and understand the participant students.
3. Educators should have the skills teaching methods vary.
4. For those involved in the world of teacher training, should be keen to enhance the development of science, especially those related either directly or indirectly in education.
*) This material is never presented to the Graduate Student Discussion
UHAMKA force 8.
**) The author is a student S-3 On PPs State University of Yogyakarta
Force IV of 2004 ..