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.
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.
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.
The teachers provide real experience for the students how to draw the relationship between the studied phenomena with the existing in the real condition.
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:
The teachers provide a wide range of conveniences required needed by students in solving the problems.
Consultative role is performed when the students have the constraints and difficulties that they cannot overcome.
The teachers perform the monitoring to see the development of students' completion of the tasks.