Belajar bukan hanya mengisi kegiata

Belajar bukan hanya mengisi kegiatan menghapal konsep maupun data dan fakta, melainkan mengasah kemampuan untuk memecahkan masalah (problem solving). Oleh karena itu bahan pelajaran bukan saja berupa seonggok fakta, data, konsep, maupun teori melainkan berbagai masalah sosial yang ada di masyarakat. Misalnya perilaku buruk berlalu lintas, tawuran antar pelajar, perilaku tidak sopan, menyalahgunakan wewenang, perilaku tidak konsisten, tidak menyintai lingkungan, dsbnya. Belajar berbasis pemecahan masalah akan memberikan pengalaman belajar kepada para siswa diantaranya mengasah kepekaan terhadap persoalan di lingkungannya. Pada saat para siswa diperkenalkan pada sejumlah persoalan yang terkait dengan bahan pelajaran akan menyadarkan mereka bahwa belajar sesungguhnya harus sampai pada adanya upaya untuk menyelesaikan persoalan kehidupan, bukan menghafalkan seonggok fakta dan data. Pengalaman belajar lain yang tumbuh adalah meningkatnya rasa ingin gahu (curiosity). Hal ini terjadi pada saat para siswa mencari data dan informasi yang mendukung pentingnya maslah dijadikan bahan kajian kelas. Mereka melakukan wawancara terhadap sejumlah nara sumber, mencari informasi dari berita dan artikel surat kabar, menyaksikan siaran radio, televisi, bahkan mencari informasi dari internet. Proses inilah yang mengasah rasa ingin tahu mereka dan pentingnya suatu masalah untuk dipecahkan berdasarkan fakta dan data di lapangan tidak hanya berdasar akal sehat belaka.

Results (English) 1:

Learning is not just a concept or recite the entire activity fills the data and facts, but sharpening the ability to solve problems (problem solving). It is therefore not only in the form of lesson materials seonggok facts, data, concepts, and theories but rather a variety of social problems that exist in society. For example bad behavior-traffic, a brawl between students, the unethical behaviour, abuse of authority, the behavior is not consistent, not menyintai environment, dsbnya. Problem solving-based learning will provide a learning experience to students of whom honed his sensitivity to the matter in the environment. By the time the students were introduced on a number of issues related to the learning materials will be aware they are indeed learning that should be up in an attempt to resolve the issue of life, rather than memorize seonggok facts and data. Another learning experience that grows is the increased curiosity gahu (curiosity). This is happening at a time when students are looking for data and information that support the importance of concern made a quiz grade. They conduct interviews of a number of learners, seeking information from news and newspaper articles, radio broadcasts, television watching, even seek out information from the internet. It is this process that hone their curiosity and the importance of an issue to be solved based on facts and data in the field is not just mere common sense based.

Results (English) 2:

Learning is not just filling activities memorize concepts and data and facts, but rather honing the ability to solve problems (problem solving). Therefore, the lesson material not only in the form of a heap of facts, data, concepts, and theories but social problems that exist in society. For example, bad behavior in traffic, fighting between students, disrespectful behavior, abuse of authority, inconsistent behavior, not menyintai environment, etc. Problem-solving based learning will provide learning experiences to the students of which sharpen the sensitivity to the problems in the environment. By the time the students are introduced to a number of issues related to the subject matter will make them aware that the real learning must come to the efforts to resolve the problems of life, not memorize a pile of facts and data. Other learning experiences growing is increasing curiosity gahu (curiosity). This occurs when students find data and information that supports the importance of an issue used as study materials class. They interviewed a number of sources, looking for news and information from newspaper articles, watching the radio, television, and even seek information from the Internet. It is this process that sharpen their curiosity and the importance of a problem to be solved based on facts and data in the field is not only based on common sense alone.

Results (English) 3:

其他不是韩亚mengisi无menghapal konsep和数据fakta丹，乃是mengasah kemampuan，memecahkan进程（解决问题）。所以不是我seonggok ITU巴罕Pelajaran、fakta，数据，konsep，和teori乃是社会进程，杨艾达迪中心。比如在过去perilaku灵狮，tawuran塔尔名，也不perilaku，menyalahgunakan wewenang，perilaku不konsisten，不menyintai保护，dsbnya。其他berbasis pemecahan进程要分享给其他人siswa旁diantaranya mengasah kepekaan，二lingkungannya主题。在本段siswa diperkenalkan在sejumlah主题，杨terkait巴罕Pelajaran要menyadarkan他们是不是在看哪要到adanya方便，kehidupan都完成主题，不是menghafalkan seonggok fakta丹数据。分享，是不是在杨meningkatnya拉莎想gahu（好奇心）。哈尔也在寻求对siswa INI应用数据信息mendukung丹杨pentingnya maslah巴kajian成了。他们与wawancara向sejumlah奈良公司寻求信息，从新闻丹发现他们menyaksikan siaran苏拉特，广播，电视，甚至寻求信息从互联网。要想知道杨mengasah散文味就在丹pentingnya进程，dipecahkan berdasarkan fakta丹数据显示不berdasar该公司贝拉卡Lapangan垣。