One theory or well-known views related to learning theory of constructivism is Piaget's theory of mental development. This theory also called theory of intellectual development or the theory of cognitive development. Learning theory is regarding the readiness of children to learn, which is packaged in a stage of intellectual development from birth to adulthood. Each stage of intellectual development is equipped with certain characteristics in constructing knowledge. For example, the sensory motor stage of the child to think through the motions or actions (Ruseffendi, 1988: 132).
Furthermore, Piaget, known as the first constructivist (Dahar, 1989: 159) asserts that knowledge is constructed in the minds of children through assimilation and accommodation. Assimilation is the absorption of new information in mind. Meanwhile, the accommodation was to reconstruct the structure of the mind because of new information, so that information has a place (Ruseffendi 1988: 133). Another notion of accommodation is a mental process that involves the formation of a new scheme that matches the stimulation of new or modify an existing scheme so that it matches the stimulus (Suparno, 1996: 7).
Piaget further suggested that knowledge is not acquired passively by someone, but through action. In fact, the cognitive development of children depends on how far they actively manipulate and interact with their environment. Meanwhile, cognitive development itself is a continuous process on the state of imbalance and the state of equilibrium (Poedjiadi, 1999: 61).
From Piaget's views about the child's stage of cognitive development can be understood that at some stage how well the child's ability to construct knowledge varies according to the intellectual maturity of the child.
In relation to children and learning environment in the view of constructivism, Driver and Bell (in Susan, Marilyn and Tony, 1995: 222) propose the following characteristics: (1) students are not seen as something passive, but has a purpose, (2) consider the optimal learning may process student involvement, (3) knowledge is not something that comes from outside but is constructed in person, (4) learning is not the transmission of knowledge, but rather involves setting classroom situations, (5) curriculum is not merely learned, but rather a set of lessons, materials, and resources .
The view of children from among the more recent constructivist developed from Piaget's cognitive learning theory states that knowledge is built in the mind of a child with the activities of assimilation and accommodation in accordance with the schemata they have. Learning is an active process to develop schemata so that relevant knowledge is like a spider's web and not just arranged in a hierarchical (Hudoyo, 1998: 5).
From the above definition, it is understood that learning is an interactive activity that takes place between the internal factors in self-learners with external or environmental factors, so that creates changes in behavior.
Here are three main arguments in relation to Piaget's stage of intellectual development or stage of cognitive development or also called the stage of mental developments. Ruseffendi (1988: 133) argued: (1) intellectual development occurs through successive stages that always occur in the same order. That is, every man will experience these sequences and with the same order, (2) the stages are defined as a cluster of mental operations (sorting, pengekalan, grouping, making the hypothesis and conclusion) that show the existence of intellectual and behavioral (3) movement through these stages was accompanied by a balance (equilibration), which describes the development process of the interaction between experience (assimilation) and the resulting cognitive structures (accommodation).
Unlike the cognitive style of Piaget's constructivism, social constructivism developed by Vigotsky is that learning for children is done in interaction with social and physical environment. The invention or discovery in learning more easily obtained in one's sociocultural context (Poedjiadi, 1999: 62). In another explanation Capers (1998: 7) says that the core of constructivist Vigotsky is the interaction between internal and external aspects of its emphasis on the social environment in learning.
The implications of learning theory of constructivism in education of children (Poedjiadi, 1999: 63) are as follows: (1) educational objectives according to learning theory of constructivism is to produce an individual or a child who has the ability to think to solve every problem faced, (2) curriculum is designed such that any of the circumstances that allow the knowledge and skills can be constructed by the learner. In addition, the exercise memcahkan problems are often done through learning groups by analyzing the problems in daily life and (3) is expected to be active learners and can find an appropriate way of learning for themselves. Teachers simply serves as a mediator, fasilitor, and friends who create a situation conducive to the construction of knowledge on self-learners.
B. The essence of Learning According to Constructivism Learning Theory
As has been stated that according to the Constructivism learning theory, pengertahuan can not be moved away from the minds of teachers to students' minds. This means that students must be active mentally build the structure of knowledge based on cognitive maturity he has. In other words, students are not expected as the small bottles that are ready to be filled with a variety of science according to the will of teachers.
Relative to the above, Tasker (1992: 30) suggested three emphasis in constructivist learning theory as follows. First is the active role of students in constructing knowledge significantly. Second is the importance of making links between ideas in the construction significantly. Third is the link between the idea with new information received.
Wheatley (1991: 12) support the above opinion by asking two key principles in learning with learning theory konstrukltivisme. First, knowledge can not be passively, but actively by the students' cognitive structures. Second, the function of cognition is adaptive and helps the organization through real experience possessed child.
Both terms above emphasize how important the involvement of children actively in the process of association of ideas, and construction of science through the environment. Even specifically Hudoyo (1990: 4) says that a person would be easier to learn something when the study was based on what is already known to others. Therefore, to study a new material, learning experience and from someone who will influence the occurrence of these learning processes.
In addition to the emphasis and specific stages that need to be considered in learning theory of constructivism, Hanbury (1996: 3) suggests a number of aspects in relation to learning, namely (1) students construct knowledge by integrating their own ideas, (2) learning more meaningful because the students understand, (3) students' strategies are more valuable, and (4) students have the opportunity to discuss and exchange experiences and knowledge with her friends.
In an attempt to implement constructivist learning theory, Tytler (1996: 20) propose some suggestions related to learning design, as follows: (1) provide an opportunity for students to express ideas with their own language, (2) provide an opportunity for students to think about his experience to become more creative and imaginative, (3) provide an opportunity for students to try new ideas, (4) provide experience related to the ideas that have been owned by students, (5) encourage students to think about changing their ideas, and (6) create an environment conducive learning.
From some view of the above, it can be concluded that learning refers to learning theory of constructivism is more focused on student success in organizing their experiences. Non compliance of students in reflection on what has been ordered and carried out by teachers. In other words, students preferred to construct their own knowledge through assimilation and accommodation.
Furthermore, Piaget, known as the first constructivist (Dahar, 1989: 159) asserts that knowledge is constructed in the minds of children through assimilation and accommodation. Assimilation is the absorption of new information in mind. Meanwhile, the accommodation was to reconstruct the structure of the mind because of new information, so that information has a place (Ruseffendi 1988: 133). Another notion of accommodation is a mental process that involves the formation of a new scheme that matches the stimulation of new or modify an existing scheme so that it matches the stimulus (Suparno, 1996: 7).
Piaget further suggested that knowledge is not acquired passively by someone, but through action. In fact, the cognitive development of children depends on how far they actively manipulate and interact with their environment. Meanwhile, cognitive development itself is a continuous process on the state of imbalance and the state of equilibrium (Poedjiadi, 1999: 61).
From Piaget's views about the child's stage of cognitive development can be understood that at some stage how well the child's ability to construct knowledge varies according to the intellectual maturity of the child.
In relation to children and learning environment in the view of constructivism, Driver and Bell (in Susan, Marilyn and Tony, 1995: 222) propose the following characteristics: (1) students are not seen as something passive, but has a purpose, (2) consider the optimal learning may process student involvement, (3) knowledge is not something that comes from outside but is constructed in person, (4) learning is not the transmission of knowledge, but rather involves setting classroom situations, (5) curriculum is not merely learned, but rather a set of lessons, materials, and resources .
The view of children from among the more recent constructivist developed from Piaget's cognitive learning theory states that knowledge is built in the mind of a child with the activities of assimilation and accommodation in accordance with the schemata they have. Learning is an active process to develop schemata so that relevant knowledge is like a spider's web and not just arranged in a hierarchical (Hudoyo, 1998: 5).
From the above definition, it is understood that learning is an interactive activity that takes place between the internal factors in self-learners with external or environmental factors, so that creates changes in behavior.
Here are three main arguments in relation to Piaget's stage of intellectual development or stage of cognitive development or also called the stage of mental developments. Ruseffendi (1988: 133) argued: (1) intellectual development occurs through successive stages that always occur in the same order. That is, every man will experience these sequences and with the same order, (2) the stages are defined as a cluster of mental operations (sorting, pengekalan, grouping, making the hypothesis and conclusion) that show the existence of intellectual and behavioral (3) movement through these stages was accompanied by a balance (equilibration), which describes the development process of the interaction between experience (assimilation) and the resulting cognitive structures (accommodation).
Unlike the cognitive style of Piaget's constructivism, social constructivism developed by Vigotsky is that learning for children is done in interaction with social and physical environment. The invention or discovery in learning more easily obtained in one's sociocultural context (Poedjiadi, 1999: 62). In another explanation Capers (1998: 7) says that the core of constructivist Vigotsky is the interaction between internal and external aspects of its emphasis on the social environment in learning.
The implications of learning theory of constructivism in education of children (Poedjiadi, 1999: 63) are as follows: (1) educational objectives according to learning theory of constructivism is to produce an individual or a child who has the ability to think to solve every problem faced, (2) curriculum is designed such that any of the circumstances that allow the knowledge and skills can be constructed by the learner. In addition, the exercise memcahkan problems are often done through learning groups by analyzing the problems in daily life and (3) is expected to be active learners and can find an appropriate way of learning for themselves. Teachers simply serves as a mediator, fasilitor, and friends who create a situation conducive to the construction of knowledge on self-learners.
B. The essence of Learning According to Constructivism Learning Theory
As has been stated that according to the Constructivism learning theory, pengertahuan can not be moved away from the minds of teachers to students' minds. This means that students must be active mentally build the structure of knowledge based on cognitive maturity he has. In other words, students are not expected as the small bottles that are ready to be filled with a variety of science according to the will of teachers.
Relative to the above, Tasker (1992: 30) suggested three emphasis in constructivist learning theory as follows. First is the active role of students in constructing knowledge significantly. Second is the importance of making links between ideas in the construction significantly. Third is the link between the idea with new information received.
Wheatley (1991: 12) support the above opinion by asking two key principles in learning with learning theory konstrukltivisme. First, knowledge can not be passively, but actively by the students' cognitive structures. Second, the function of cognition is adaptive and helps the organization through real experience possessed child.
Both terms above emphasize how important the involvement of children actively in the process of association of ideas, and construction of science through the environment. Even specifically Hudoyo (1990: 4) says that a person would be easier to learn something when the study was based on what is already known to others. Therefore, to study a new material, learning experience and from someone who will influence the occurrence of these learning processes.
In addition to the emphasis and specific stages that need to be considered in learning theory of constructivism, Hanbury (1996: 3) suggests a number of aspects in relation to learning, namely (1) students construct knowledge by integrating their own ideas, (2) learning more meaningful because the students understand, (3) students' strategies are more valuable, and (4) students have the opportunity to discuss and exchange experiences and knowledge with her friends.
In an attempt to implement constructivist learning theory, Tytler (1996: 20) propose some suggestions related to learning design, as follows: (1) provide an opportunity for students to express ideas with their own language, (2) provide an opportunity for students to think about his experience to become more creative and imaginative, (3) provide an opportunity for students to try new ideas, (4) provide experience related to the ideas that have been owned by students, (5) encourage students to think about changing their ideas, and (6) create an environment conducive learning.
From some view of the above, it can be concluded that learning refers to learning theory of constructivism is more focused on student success in organizing their experiences. Non compliance of students in reflection on what has been ordered and carried out by teachers. In other words, students preferred to construct their own knowledge through assimilation and accommodation.
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