Connecting Concepts Learning: Application for Geographic Conceptual Development of High School Student
American Journal of Applied Sciences
Connecting Concepts Learning has not been widely known by geography teachers in Indonesia, although the key in successful constructivism learning is on the connection between concepts that occur in the cognitive scheme of students. This research would like to introduce Connecting Concepts Learning as an alternative concept to enriching the existing learning model. In addition, it can inspire all teachers in use constructivist-based learning models. This is a classroom action research with thirty-three third grade high school students (about 18 years old) as the research subject. The results show that the using of Connecting Concepts Learning in class is effective. Overall, this model has the potential to be applied in other subjects (not just geography). The most basic principle of this model is to make shocks, imbalances, or disequilibrium in students’ mind by asking questions or posed a challenging issue to answer and solve. If there is no cognitive shock, then the learning motivation of students will be low or even none at all. The Connecting Concepts Learning can be used in various class conditions. However, this concept tends to cognitive aspect (cognitive oriented), thus giving less opportunity to the education of students’ character. Researcher suggested that the preparation of learning always estimated the frequency of teacher opportunity to develop the character of students.
© 2018 Ahmad Yani. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.