Abstract
This article describes the results of research on learning democratization in Sangihe. This study is the first year of a five-year plan. Long-term goal of this research is to create the democratic science learning in schools. Democratic learning model was developed through thematic assignment, involving the participation of parents and communities. This study covers three main stages, namely designing and developing instruction, implementation and evaluation. Democratization of learning was analyzed based on indicators of student’s activities, the role of teachers and parents. The results showed that the collaboration of teachers, students and parents in the development of the design can initiate the process of democratization. Implementation of thematic assignment instruction involving parent’s role, can motivate students and encourage the activities of student groups to increase from the first to tenth meeting. Thematic assignment on environmental issues, were easily understood by students and allow parents act as learning partners, motivator and facilitator. Dialogical assessment was encourages student groups to improve the learning activity from the initial to the next meeting. The final evaluation results showed that the study group interaction in a democratic climate can reduce individual differences and establish an open collaboration, so the groups learning outcomes fairly homogeneous.
Highlights
Policy of students based activities in learning has been established since decades ago
Students can learn the logic of the laws of physics that apply in nature
Parents who are involved in the instruction development, motivating the other parents and they had a communication in fill-out a thematic assignment instruction
Summary
Policy of students based activities in learning has been established since decades ago. Factors inhibiting the development of student activity-based learning were: (1) lack of teacher experience to develop learning materials (Marpaung, 2014; Rasubala, 2014), (2) lack of experience of teachers develop students’ activity-based learning methods (Medellu, 2013), (3) teaching orientation toward the national evaluation that emphasizes the concept (Medellu, 2013; Raturandang, 2013). Students are not confronted to science objects in form of real world. This has contributed to the difficulty for students to develop the concept further (Smith, 1999). McDermott (1993) suggests that students have difficulty in establishing the basic concepts of physics through traditional learning that emphasizes material from the textbook. Students can learn the logic of the laws of physics that apply in nature
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