Implementing education through learning program development how do teachers create learning approach

Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.5, No.24, 2014
Implementing Education through Learning Program
Development: How Do Teachers Create Learning Approach
Huriyah
English Education Department of Tarbiyah Faculty, State Institute For Islamic Studies (IAIN) Syekh Nurjati
Cirebon, Jl. Perjuangan By Pass Sunyaragi Cirebon, Jawa Barat, Indonesia
*E-mail of the corresponding author: 61.huriyah@gmail.com
Abstract
Education is an effort to educate learner in order to the learner be able to change character and behavior.
Through education, learner hoped to be able to understand and apply learning experience in daily life. Learning
system has to be planned systematically and has to refer to the learning components which have oriented to the
implementing education through learning program development with concentrating on applying the contextual
teaching and learning approach. Contextual teaching and learning is a concept that helps teachers relate subject
matter to real world situation. Through contextual teaching and learning, the class condition will be condusive
and easy for learner to be motivated to learn. Through contextual teaching and learning approach be able to
direct the process of teaching and learning for growing learner good behavior, character building, and moral
values that will become human who has good responsibility, emotional, intelectual, and human who has mutual
empathy (emotional intellegence) in developing the learner potency in applying of educational function, i.e.,
developing learner capability and character building. Education does not discuss about how the learner knows
about subject matter, but it discusses about what has been known and realized by learner after learning. Learner
hoped to be able to have strong desire and high commitment to realize and apply the function of education.
Keywords: Education, Learning Program Development, Learning Approach
1. Introduction
Actually education is a reflection of a nation culture. The nation which has high culture is signed by the level of
high education for its citizen. The understanding of urgency of education meaning for a person according to the
individual knowledge in knowing and understanding the meaning and benefit of education that envolves the
understanding of education problem that becomes a part of daily life.
Education in the future is in our hand, because we are together as determiner of the future. From now,
we begin to put education to the exact direction with our hope as stated in the five basic principles of Republic of
Indonesia and constitution. To put education for the future of people, we need to discuss a main topic or subject.
The base of carrying out of education is derived from the five basic principles of Republic of Indonesia number
2, namely the humanity is just and civilized. It means that the state guaranted free for every person to get
education as it is also stated in the laws of Republic of Indonesia about National Education System number 20
of 2003, article 5 of chapter IV that every citizen has the same right to get quality education.
Appearance of multi dimension crisis because of education failure in the past and the present period.
One of the problems envolved with applying of essential of education. Relation to this, Tilaar stated (1995: 102)
that there are discreasing of learner character and moral values, apportunity of learning, and human resource
which are not professional.
Education that has been transfered from teacher to student only emphasizes on memorization or
cognitive aspect, not practice. In fact, in the life of society, there are many values that should be practiced.
Education should concentrate to more amphasize on the affective and psychomotoric aspect, in order to the
student has good behavior, moral value, character, mental, discipline and be able to solve the life problem.
Based on explanation above, there are problems in teaching and learning process. The problems of
education will be explained detailly as follows : firstly, learning and evaluation process in education more
emphasize on limited instructional aspect, namely, the content mastery. In other word, it more emphasizes on
cognitive aspect. So, it ignores other important side, namely character building and forming of student moral
values that become main function and main abjective of education. Secondly, management of classroom is not
able to create conducive situation to increase and develop learner learning experience as basic and foundation to
develop student intellectual capability. Teaching and learning process that has one direction and passive both in
or out of classroom, it will not give outcomes of meaningfull learning experience in the process of building of
character and forming learner behavior. It is important for us as teacher to use some strategies and develop
learning models in education to create the process of enjoyable learning. In teaching and learning subject matter,
the taecher should allow the learner to learn with playing, asking the question, discussing, doing the meaningful
something and motivating them to become learning activity to be enjoyable experience. In this case, Hutchinson
and Walters (1994: 225) stated that learner wants to learn if learner sees learning as an enjoyable experience. If
the learner is asked to answer the questions, discussion or observation, the learner brain will work better. So, the
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Vol.5, No.24, 2014
process of teaching and learning can be better too. If the teacher asks questions to the learner or order him to
discuss the material which has just explained, it will be able to increase the learner evaluation score significantly.
Thirdly, carrying out of extra curriculum activity as an instrument of socio pedagogy through using of hands on
experience, it also has not been developed yet, so, it can not give meaningful contribution in balancing out
between theoretical mastery with behavior construction, more particularly, it has relation with the life habit in
education environment.
Based on explanation above, it can be ganerally indicated that is important if there are some changes
in education through learning program development with concentrating on applying contextual teaching and
learning approach. The effort to build learner character, learner behavior and learner moral value needed to
educate the future of learner through learning program development with concentrating on applying contextual
teaching and learning approach. Tilaar (1998: 85) stated that the future human is human who has “imtaq”,
without having “imtaq”, human will fall into the intellectual arrogance.
2. Discussion
2.1. The Nature of Education
Education is conscious effort and planned to realize learning atmosphere and learning process in order to the
student actually be able to develop his/her potency to possess strength spiritual religious, self control, personality,
intellegency, noble character, and skill that is needed for himself/herself, society, nation and state. National
education is based on the five basic principles of the Republic of Indonesia and Constitution of 1945 that is
rooted in relegion values, Indonesian national culture and responce on demands of period change. Education has
function to develop capability, to build character and nation civilization which has high ranking in the
framework of developing of nation life, it aims in developing student potency in order to become faithful and
pious man to God almighty, noble character, healthy, knowledge, skillful, creative, stand alone, and become a
democratic and responsible citizen of a country.
Education has role and influence on all of fields of human development life with aspects of his/her personality.
The influence of education can be seen and tasted directly by society, both in development of society life, group
life, or in individual life. If in other fields, for example : economy, agriculture, and industry have role to create
medium and infrastructure for the importance of human being. So, education has relation with nation character
building. Education gives big contribution on developing of nation, because education is as a means of process
of man civilization development in the effort to continue and develop noble values and culture in the society.
Soedijarto ( 2003: 107) stated that education also as a process of sociolization and cultivation in the frame work
of developing of civilization with medium in nation character building. The clever society will give nuance of
clever life too, and progressively, it will form the outonomy and creativity.
Creating the clever, democratic, transporancy society and holding high human right it only can be done through
education. Relation to this, Napitupulu (1998: 5) stated that through education will be a process of behavior
changing and the way of human thingking in facing some problems of his life. For example the problem of social,
economy, politic, environment, and healthy. Only through true education, the society can be free himself from
the shackles of multi dimension crisis. Through education also, society can develop human resource who has
sense of self confidence to sit in state and complete with other nation in the world. Without true and strong
education, it can be sure, Indonesian nation will sink in the backwardness, stupidity, and poverty. Without
education also, Indonesian nation will be difficult to get bright, peace, and prosperous future.
The question is, what education for future people that should be developed? To answer the question above,
through education that be able to develop potency of society, be able to develop desire and be able to develop
motivation of nation generation for digging kinds of potency with developing of potency optimally for the
importance of society building totality.
2.2. Implementing Education Through Learning Program Development
The effort to form and change learner behavior, character building and learner moral value needed to develop
education through learning program development with paying attention and applying four learning principles.
Jacques Delors (1998: 86) stated that there are four principles of learning as UNESCO showed are as follows:
namely learning to know, learning to do, learning to live together and learning to be.
Learning to know, is learning process that enables learner to master the way of knowledge inquiry as
Philip Phoenix stated, learning to know is learning process to master ways of knowing or mode of inquiry
Through learning to know, enables learner to continue to study and to be able to get new knowledge. In Scheffler
language in Soedijarto (2002: 117) stated that this principle basically has correlation with epistemology
relevance that gives priority to the process of doing research. In whitehead language in Soedijarto (2002: 118)
explains that through learning to know, learner hoped to be human, as “the child should make them his own, and
should understand their application here and now in the circumstances of his actual life” from the very beginning
of his education, the child should have experience the joy of discovery.
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Learning to do, is learning to do something in concrete situation, it is not only limited to master
mechanical skill, but it also hoped to master communication, work together with other people, management and
problem solving. Through learning to do, means that learning is to develop thinking capability that is an active
learning process. So that, learning that does not enable learner be able to learn actively and solve the problem
that are not a quality learning process. Learning to do is not only meant as learning, involved learner
psychomotorically, but it also as thinking activity and doing an imagination emotionally.
Learning to live together, is supplying learner ability to live together with other people who has
different faith with tolerance and mutual understanding without prejudice. Relation to this, the principle of social
and moral relevance as Israel Scheffler stated, it is conducive, the principle needs to the learning situation
inherently that consist of tolerance values, work together and thoughtful.
Learning to be has three principles, namely, learning to know, learning to do, and learning to live
together. Through this learning hoped to be able to create learner be able to look for information and find out
knowledge that be able to solve problem, work together, thoughtful, and tolerance on the difference. If the three
principles are success will grow the sense of self confidence for learner. So that, learner will become human who
knows him/herself, human who has responsibility, emotional, intellectual, and human who has mutual empathy
(emotional intelligence).
In developing of learning program refers to the instructional system Dick & Carey (1985: 105) stated
that in planning of instructional system used the system approach, this approach consists of (1) determining what
should be known by learner after learning; (2) the effort that there is relation between both components; and (3)
doing empirical process and can be repeated.
In system approach should be done by some steps, namely step of identification, step of development,
and step of evaluation. In the step of identification consists of (a) identifying instructional need and formulating
learning general objective; (b) doing instructional analysis; and (c) identifying first ability and learner
characteristic. In the step of development consist of (a) formulating specific learning objective; (b) composition
of test; (c) choosing learning strategy; and (d) developing learning material. While in the step of evaluation
consists of (a) planning formative test; (b) doing revise; (c) doing summative test. Usman & Lilis (1993: 82)
stated that ability refers to an individual ability to do task in a work. Ability in generally believed refers to
potential capacity or power to do something, physical or mental. A similar the definition of ability is also
proposed by Semiawan (2002:11) stated that ability is capability to do an activity as result of heredity or learning.
This definition is further supported by Ilzamudin Ma’mur (2008:7) stated that the ability constitutes capability of
perform an activity as the result of heredity and training. Ability is rational behavior to achieve the goal that
should be suitable with hoped condition. Rational behavior is shape of person ability. It means a person who has
ability in her/his field, it is recognized by “professional” terminology.
A professional teacher should have ability in giving motivation in order to the learner becomes happy
in the classroom, so, this condition will build psychological condition of self-confidence and self-adequacy.
Relation to this, Semiawan (2002:123) stated that learner will become human who has responsibility in taking
his decision. Smith (1986:12) stated that there are four fields of teacher ability in order to be effective in
achieving learning outcome, namely: (1) having knowledge of learning and human behavior; (2) showing
attitude that will push learning and having good relation with people; (3) mastering knowledge of learning
material that will be taught; and (4) mastering the teaching skill that will make easy for learner.
While the professional ability that should be owned by teacher according to Wijaya & Rusyan (1991:
24-30) consists of (1) mastering the material; (2) managing the program of teaching and learning; (3) managing
the classroom; (4) applying media as source of learning; 5) mastering education bases; 6) managing the
interaction of teaching and learning; (7) evaluating learning achievement for teaching need; (8) recognizing and
carrying out of school administration; and (9) understanding principles of educational research product.
Ideally, a professional teacher is a person who is able to demonstrate it’s accountable in implementing
the service in total, because a professional teacher will be rewarded equal. A professional teacher has a personal
accountability of social, intellectual, moral, and spiritually. The accountability of an independent person be able
to understand, control, respect, and develop themselves. According to the law, No. 14/2005 on teachers and
lecturers of article 1, paragraph 1, stated that teachers are professional educators with the primary task of
educating, teaching, guiding, directing, coaching, assessing, and evaluating students on early childhood
education, primary education, formal education and secondary education. Some criteria for a professional
teacher mandated by the law are as follows: (1) having the talent, interest, call the soul, and idealism; (2) having
commitment to improve educational quality of faith, piety and noble character; (3) having academic
qualifications and educational background in accordance with its assignment; and (4) having the competence.
Competences that must be owned by a professional teacher according to the regulation of National
Education Minister, Number 16 of 2007 about teacher competence and academic qualification standard consists
of pedagogy, social, personality, and professional competence. The competences will be explained as follows:
1) Pedagogy competence is the ability to manage learners included an understanding of learners, planning
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53
and implementation of learning outcomes.
2) Social competence is the social ability reacted because the teacher is as a member of the community, then
the teacher has to be able to communicate and interact effectively with students, parents, and surrounding
community.
3) Personality competence is the ability of good personality, stable, adult, wise and become good model for
learners.
4) Professional competence, is a mastery of material widely, deeply, and allow guiding learners meet the
competency standards set out in the national education standards. The scope of professional competence
will be explained as follows: (1) understand and be able to implement good educational grounding
philosophy, psychology, and sociology; (2) understand and be able to handle and develop the flied of
study to its responsibilities; (3) understand and be able to apply a variety of learning methods; (4)
understand and be able to develop and use a variety of tools, media, and learning resources; (5)
understand and be able to organize and implement the learning program; (6) understand and be able to
carry out evaluation of students learning outcomes; and (7) understand and be able to develop personality
of students.
In the process of teaching and learning, it will be better if teacher uses learning strategy/approach.
Dick and Carey (1985: 106) stated that learning strategy explains general components of the set of instructional
material and procedures that will be used with materials together to produce certain learning outcome for learner.
Dick & Carey also stated that there are five general components in instructional strategy as follows: (1) pre-instructional
activity; (2) information explanation; (3) learner participation; (4) test; (5) follow up. While Gagne
ad Briggs (1989) named with a set of instructional activity, namely: (1)giving motivation; 2) mention
instructional objective to the learner; (3) memorizing pre-requisite competence; (4) giving stimulus; (5) giving
learning method (how to learn); (6) growing learner performance; (7) giving feedback; (8) evaluating
performance; and (9) concluding.
2.3. Applying Contextual Teaching and Learning Approach
The process of teaching and learning in the classroom, teacher has important role in choosing and creating
learning program developing. More particularly, in this time teacher will be better if teaching a subject matter in
the classroom with applying contextual teaching and learning. Susan, Sears (2002: 5) stated that the meaning of
Contextual Teaching and Learning (CTL) is a concept that helps teachers relate subject matter to real world
situation. While Bearns and Erickson (2001: 9) gives definition of contextual teaching and learning is a
conception of teaching and learning that helps teacher relates subject matter content to real world situations, and
motivates students to make connection between knowledge and its application to their lives as family members,
citizens and work that leaving requires. Relation to this, Johnson & Donna Elaine (2002: 3) gives the meaning of
Contextual teaching and learning is holistic system that helps students see meaning in the academic material,
they are studying by connecting academic subjects with the context of their daily lives. Contextual teaching and
learning basically can be concluded into three words, namely meaning, having meaning, and meaningfulness.
Johnson proposed that every material has quality meaning. The quality meaning is contextual meaning, i.e., by
relation to the material with the learner social environment. According to National Education Department (2003:
12-20) that there are seven principles of contextual teaching and learning that is important to be applied by
teacher.
2.3.1. Constructivism
Constructivism is philosophy thinking based on contextual teaching and learning, i.e., that knowledge built by
human being little by little, its result expanded through limited context and it is not incidentally. Knowledge is
not a set of fact, concept, or norm that is ready to be taken and memorized. Human has to construct the
knowledge and to give meaningful through real experience. Learner needs to be accustomed to solve problem, to
find out useful something for her/himself, and wrestle with ideas. Facilitator is not able to give all of knowledge
for learner. Learner has to construct knowledge in her/his thought. The Essential and theoretical constructivism
is idea that learner has to find out and transform complex information into other situation, and if it is desired, the
information becomes her/his own. With the base, learning has to be packed to become process of ‘constructing’
not receiving of knowledge. In the process of learning, learner builds her/his knowledge actively in the process
of teaching and learning. Learner becomes activity center, not facilitator becomes activity center. Constructivism
thinking base differs from the view of objectivism, it emphasizes on learning outcome.
In the view of constructivism, the strategy gets more comparing than the learner memorizes the knowledge. In
this case, the task of facilitator is facility of above process as follows:
1) Becoming knowledge has meaningful and relevant for learner, 2) giving opportunity for learner to find out
and apply her/his idea, and (3) aware of learner in order to apply her/his strategy in learning, knowledge grows
up through experience. Understanding will develop deeply and strongly if it is always tested with new
experience.
2.3.2. Inquiry

Vol.5, No.24, 2014
Inquiry is main part of contextual teaching and learning. Knowledge and skill that found by learner are not only
as memorization product of set of fact, but they are also as the product of her/his inquiry. Facilitator has to
always control activity that refers to the inquiry activity about material has been taught. The inquiry cycles
consist of (1) observation; (2) questioning; (3) hypothesis (4) data gathering, and conclusion. While the steps of
inquiry consist of (1) formulating of problem; (2) doing observation; (3) analyzing, and explaining the product in
writing, picture, report, draft, table and other works; (4) communicating or presenting of result of work for reader,
colleague friends, facilitator, or other audience.
2.3.3. Questioning
Knowledge that owned by a person always begins from ‘questioning’. Questioning is main strategy in contextual
teaching and learning. Questioning in learning is considered as facilitator activity to push, to guide and to
evaluate the learner thinking ability. For learner, questioning activity is important part in inquiry based learning,
i.e., digging of information, conforming what has been known, and paying attention to the unknown aspect.
In productive learning, questioning activity has useful to: (1) dig information; both administration or academic;
(2) check learner comprehension; (3) raise learner response; (4) know the knowlegde that has been known by
learner; (5) focus on learner attention at something that facilitator desired; (6) raise many questions from learner;
and (7) to refresh the learner knowledge.
2.3.4. Learning Community
The concept of learning community advices in order to the learning outcome found from together work with
other person. When a child begins to learn to sharpen a pencil from electronic shaped, she/he asks for her/his
friend “How is the way? Help me”/ then her/his friend shows the way to use the tool. So, the two children have
formed learning community. Learning outcome found from “sharing” between friend, group, between known
and unknown. In this room, class, environment, and also persons who are outside, all are the members of
learning community.
“Learning Community” can occur if there is a process of two communication directions. A facilitator
teaches her/his learner “is not the example of learning community because communication occurs only one
direction, i.e., information comes from learner not from facilitator. In learning community, two or more groups
involved in learning community occurs mutual learning. A person who involved in learning community activity
gives information that needed by her/his speaking friend and also asks for information that needed from her/his
learning friend.
The activity of mutual learning can occur if there is no dominant outsider in communication, there is
no outsider who has respect to ask, there is no outsider who feels having more knowledge, all of outsiders want
to be mutual listening. Every outsider has to feel that every other person has knowledge, experience, or different
skill needed to be learned.
If every person wants to learn from other person, so every other person can be learning source, and it
has meaningful for every person who has rich knowledge and experience. Learning method with technique of
“learning community” can help the process of learning in the classroom. The techniques will be explained as
follows: 1) forming small group; (2) forming big group; (3) call for the expert to the class; (4) working with level
class, (5) group working with high class; and (6) working with community.
2.3.5. Modeling
Learning of certain skill or knowledge, there is a model can be imitated. The model can be a way to operate
something, the way to make a territory budged estimate, and the way to solve social conflict.
A part of facilitator gives example about the way of working, before learner does task. For example, the way of
finding out of key word of reading. In learning, facilitator demonstrates the way of inquiry of key word in
reading text rapidly with using of eyes movement. When facilitator demonstrates the way of reading rapidly,
learner watches facilitator who is reading and opening the text. Facilitator eyes movement in reading text
becomes main attention for learner, with the example; learner knows how is effective eyes movement in
scanning reading. The key word found by facilitator explained to the learner as outcome of learning activity to
find out key word rapidly, this activity is called modeling. It means, there is a model can be imitated and
watched by learner, before learner practice to find out key word. In the case, facilitator becomes a model.
2.3.6. Reflection
Reflection is also an important part of contextual teaching and learning. Reflection is the way of thinking about
what has been learned or thought, what has been done in last time. Learner placed what has been learnt by
her/himself as structure of new knowledge. Reflection is response on event, activity, or new knowledge has been
received. For example, the learning ending, learner thinks that if I do like this, the way to put file is wrong, I
should put it by using new way that has been learnt, then my computer file has good arrangement.
2.3.7. Authentic Assessment
Assessment is a process of data collection can be given the description about learner learning development. The
description about learner learning development needs to be known by facilitator. In order to be able to confirm if
there is progressive. Learning progressive is needed in learning process, so assessment does not do in the end of
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Vol.5, No.24, 2014
learning, but it separates and integrates from learning activity.
The data has been collected through assessment, it is not data to look for information about learner
learning. The correct learning should be emphasized on the effort of helping learner/learning how to learn, it is
not emphasized on getting of many information in the end of learning. Assessment emphasizes on learning
process so the data has been collected should be got out of real activity is done by learner at the moment of
learning process. Learning progressive is evaluated from process not from outcome.
The characteristics of authentic assessment consists of: (1) assessment is carried out of process and
after learning process takes place; (2) assessment can be used for formative and summative test; (3) assessment
measures performance and skill, it does not memorize the fact; (4) persistence; (5) integrated; and (6) assessment
can be used as feedback. The elements can be used as basic to evaluate learner achievement consist of: project
(student report), homework, quiz, student work, and presentation.
Based on explanation above, education should be begun to be educational program which has harmony
relation between approach of content-related, processed and value based, it means, it minimizes didactic
transmission modus and optimalizes the application of participative and interactive principle. To facility the
paradigmatic change from minimal category to the modern category needed some elements, like curriculum of
character-building base which has orientation to develop intelligence, participation, and responsibility in the
context of student life.
3. Conclusion
Learning system has to be planned systematically and has to refer to the learning components that have oriented
to the implementing education through learning program development. Relation to this, education may not be
confused, teaching and learning approach that planned and applied is an approach that is able to grow learner
reasoning power, creativity, imagination, and intelligence (multiple intelligence). So that, learner will be able to
have sensitivity on social environment where they live. The approach that needs to be payed attention and to be
applied is contextual teaching and learning. approach.
Through contextual teaching and learning approach be able to direct to the teaching and learning
process as a tool for growing good learner behavior, character building and moral values that will be
responsibility human, emotional, intellectual, and human who has mutual empathy (emotional intelligence) and
culture in developing learner potency in applying of educational function, namely developing learner capability
and character building. Education does not discuss about ‘how the learner knows’ about subject matter, but
discuss about what has been known and realized by learner after learning. Besides that, learner also be able to
have strong desire and high commitment to realize and apply the function of education.
References
Bearns Robert G & Patricia, Erickson. 2001. Contextual Teaching and Learning: Preparing Students for the
New Economy. New Jersey: Prentice Hall
Dick, Walter & Carey, Low. 1990. The Systematic Design of Instructional. USA: Hoper Collins.
Departemen Pendidikan Nasional Tahun 2003, Direktorat Jenderal Pendidikan Dasar & Menengah.
Hutchison & Walters. 1994. English for Specific Purpose. Great Britain: Cambridge University Press.
Johnson, Donna Elaine B. 2002. Contextual Teaching and Learning. California: Corwin Press
Ma’mur, Ilzamudin. 2008. The Ability to Translate Informative Text From Indonesian into English (Dissertation
Synopsis), Jakarta: State University of Jakarta
Napitulu, W.P. 1997. Dimensi-Dimensi Pendidikan. Jakarta: BPK Gunung Mulis.
Peraturan Menteri Pendidikan Nasional Tahun 2007 tentang Standar Kualifikasi Akademik dan Kompetensi
Guru. Jakarta: Menteri Pendikan Nasional.
Semiawan, Conny, R. 2002. Belajar dan Pembelajaran dalam Taraf Usia Dini. Jakarta: PT. Prenhallindo
Silberman, Mel. Active Learning: 101 Strategies to Teach Any Subject. USA: Allin & Bacon
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Kehidupan Bangsa dan Memajukan Kebudayaan Nasional. Jakarta: Balai Pustaka
________. 2002. Pendidikan Nasional sebagai Wahana untuk Mencerdaskan Kehidupan Bangsa dan
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Smith, B.O. 1986. Classroom Teaching Skills. Boston: D.C. Health and Company
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Tilaar, HAR. 1995. Managemen Pendidikan Nasional: Kajian Pendidikan Masa Depan. Bandung: PT. Remaja
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_________. 1998. Beberapa Agenda Reformasi Pendidikan Nasional dalam Perspektif Abad Ke 21. Jakarta:
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Rosda Karya.
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