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Research Based Learning

Research Based Learning

1. What is the RBL?
a. Learning activities that apply research results as the basic for the development of scientific approach.
b. Learning methods  using the principles and procedures of  the research in the development of scientific approach.
c. Teaching methods that engage the  students in constructing knowledge scientifically , such as formulating  the  hypotheses, collecting data, analysis data, and draw conclusions.
d. All activity series constructing  a project, can be interpreted as a student-centered teaching that empowers students to conduct studies, combining theory and practice, and apply the knowledge and skills to solve determined problems. 


2. Principles

a. Multiplicity

 Instead of there is the phenomenon exist,    the people are looking at a phenomenon in their own  way and  there are  a lot of issues in the world that has a single truth.  The students learn these phenomenon and it's important for them  to dialogue with other parties through collaborative learning in small groups.

b. Activeness

The students are encouraged to develop the  issues given by teachers and they have to find out the solution of the problems  to be more specific and clear, and try to find the right answer to completion.

c. Accommodation and Adaptation

The  students must involve on the knowledge construction.  That is  the withdrawal of the relationship between  the experience or  knowledge  with their prior knowledge and  they build relationships between those concepts.


d. Authenticity

The teachers provide real experience for the students how to draw  the relationship between the studied phenomena with the  existing  in the real condition.

e. Articulation

The teachers give  opportunity to the students freely  to  explain to the other groups  about the  new things/ experience on their projects they have done  which include  the of declarative and procedural elements.

f. No deadline / Timelessness

Studying the scientific world is an activity with  no time limit. If the student reconstruct  the new knowledge about the issues  being explored, they will find many opportunities to develop themselves to become more efficient and effective in lifelong education.

g. Contextual Learning

The Students master  the subject matter better  if it is delivered based on the context of how the material will be used.  Through learning,  students are expected to be the  individuals that generate knowledge, not the individual who receives  the knowledge  from the other party.

h. Learning Inquiry

Inviting  the students to  involve actively  in the process of acquiring new knowledge that can be stored in a longer period. Learning is developed based on issues, rather than on the material that must be mastered by the students. Through the problem to be solved,   it is expected that the students are able to reconstruct new knowledge and so have the solution upon it.

i. Oriented Information Processing

New knowledge is constructed based on the  knowledge that  the students have  already mastered, the closer the relationship between the situation where the knowledge  is the more easily as well  as mastery of new knowledge will  be done. The new knowledge will be understood and controlled better if there are many opportunities to perform  the elaboration, such as reflection and group discussion.

j. Cooperative Learning

Students can gain knowledge when they work together with other students in a working group.

3.  The Research Based Learning  Process

a. According to Mathews-Aydinly  there are four steps in the implementation of  RBL which include: students are exposed to the problem, explore what they know and not of the problem, look for the solutions that allow its implementation, consider the solution applied and  the consequences of each solution , and determine of the most appropriate solution.

b. According Kurzel and Rath, this process  includes goal and step of the process.  There are  five main steps which begin with the submission of the matter to be examined  by the students, identify the necessary knowledge and skills, self-learning through the exploration of the scientific world in order to obtain new knowledge and problem-solving  with appropriate strategies , as well as reflections and feedback in order to obtain generalizations and conclusions that can be generally accepted.

4. Teachers’ role

The role of teachers in research-based learning model is:

a. Facilitator

The teachers provide a wide range of conveniences required  needed by students in solving  the problems.

b. Consultant

Consultative role is performed when the students have  the constraints and difficulties that  they cannot overcome.

c. Monitoring

The teachers perform  the monitoring to see the development of students' completion of the tasks.