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The Cognitive Style-Based Learning Strategy in Webbed Curriculum of Elementary School

机译：基于教学课程的基于认知风格的学习策略

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The Cognitive Style-Based Learning Strategy (CSBLS) has developed and tried out in an elementary school classroom with Education Unit Level Curriculum 2006. Meanwhile, since 2013 Indonesia has been tried the new National Curriculum 2013 or called K-13. This paper aims to analyze the feasibility of that learning strategy to be applied in elementary school classroom using K-13. The analysis was conducted qualitatively by comparing the characteristics of webbed or integrated thematic curriculum, the forms of K-13 at the elementary school, with the characteristic of CSBLS. The characteristics of integrated thematic curriculum incorporate various disciplines to achieve cognitive, affective, and psychomotor competence. The suggested learning approach is the scientific approach, which involves four main skills namely observing, questioning, experimenting, associating, and networking/communicating. Various activities neither have to be trained sequentially nor performed all skills in a classroom meeting. CSBLS has the steps that are in line with a scientific approach. The steps are concise of giving attention, understanding, exploring, sharing, game, assessment, and individual tasks. Understanding the steps, training the skill of questioning, observing, associating, communicating data, sharing step trained a verbal communicating and individual tasks involve all skills which are undertaken independently by students. According to its characteristics, the CSBLS can be applied in K-13 by a little adaptation. It only requires the change of learning materials from subject areas to themes as a learning content. The implementation of the CSBLS can facilitate individual differences especially related to elementary students' cognitive style and their tendency to prefer group activities.
机译：基于认知风格的学习策略（CSBLS）在一所教育单位课程2006年的小学课堂上开发和试过。同时，自2013年以来，印度尼西亚已被审判新的全国课程2013年或称为K-13。本文旨在使用K-13分析学习策略在小学课堂上应用该学习策略的可行性。通过比较蹼或综合专题课程的特征，基本学校的k-13形式的特征来定性进行分析，具有CSBL的特征。综合专题课程的特点纳入了各种学科，以实现认知，情感和精神动态能力。建议的学习方法是科学方法，涉及四个主要技能即观察，质疑，试验，关联和网络/沟通。各种活动既不是持续训练，也不是在课堂会议中进行所有技能。 CSBLS具有与科学方法一致的步骤。步骤简明扼要，提供注意，理解，探索，共享，游戏，评估和个人任务。了解步骤，培训质疑，观察，关联，通信数据，分享步骤培训的技能，培训了口头沟通和个人任务涉及所有由学生独立开展的技能。根据其特征，CSBL可以通过一点适应在K-13中应用。它只需要从主题区域改变学习材料作为学习内容的主题。 CSBLS的实施可以促进与小学生认知风格的个人差异及其更喜欢团体活动的倾向。

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