Constructivist-Oriented Learning

Constructivist theory is defined as learning that is generative, ie, the act to create something of meaning of what is learned. Constructivism is actually not a new idea, of what passed in our lives as long as it is set for the experience and coaching experience. It causes a person to have the knowledge and become more dynamic. Constructivist approach has some common concepts such as:1. Based foster active student knowledge existing experience.2. In the context of learning, students should develop their own knowledge.3. The importance of fostering knowledge actively by the students themselves through the interplay between the previous learning with new learning.4. The most important element of this theory is that someone is actively developing his knowledge by comparing new information with existing understanding.5. The imbalance is a major motivating factor learning. This factor applies where a student realize his ideas are not consistent or compatible with scientific knowledge.6. Teaching materials supplied should have a docking with the student experience to attract students.The theory of constructivism is based on the ideas of Piaget, Bruner, Vygotsky and others. Piaget found that basically each individual as a child already has the ability to construct their own knowledge. Knowledge is constructed by the child as a subject, it would be meaningful knowledge, while knowledge which is only acquired through the notification process will not be meaningful knowledge, knowledge is only to keep in mind while afterwards forgotten.Most important in the theory of constructivism is that in the learning process siswalah should get emphasis. Students no longer positioned like an empty vessel ready to be filled. With the resignation of students prepared for information crammed by her teacher. Or students are conditioned in such a way to receive pengatahuan from the teacher. It is they who must actively develop their knowledge, rather than teachers or others. Those who must take responsibility for their learning outcomes. Emphasis students need to be actively developed. Creativity and activity of students will help them to stand on its own in the lives of students' cognitive (Suparno, 1997: 81).Students are now positioned as the partner teacher learning. Teachers are not the only center of information and know best. Teachers only one source of learning or information sources. While other learning resources can be peers, libraries, nature, laboratories, television, newspapers and the internet. A teacher can not teach our children how to solve problems, but mempresesentasikan problems and encourage students to find their own ways to solve problems. This means that students construct knowledge through interaction with objects, phenomena, and experience their environment.Implementation konsruktivisme in learning theory, in general, according to Horsley (Yamin, 2008:93) includes four stages: (1) apperception stage, it is useful to express the initial conception and raise student motivation to learn, (2) the exploration, (3) the discussion stage and explanation of the concept, and (4) development and application of concepts.The implementation of constructivist-oriented learning requires teachers act as facilitators of learning. The task of learning facilitator is to provide facilities and infrastructure that stimulates students to communicate scientific ideas, provide experiences and opportunities that support students' active learning and to monitor and evaluate hypotheses and conclusions that they earn. The role of the teacher as a facilitator of learning is expected to enhance students' motivation and interest in learning.