Learning
DISCUSSION METHOD
DISCUSSION METHOD |
A. Understanding
Discussion Method
Discussion
methods are teaching methods that are closely related to problem-solving,
commonly referred to as group discussion and socialized recitation. Discussion
is a responsive scientific conversation containing exchanges of opinions woven
with problematic questions of ideas and the testing of ideas or opinions
carried out by several people belonging to the group directed to solve the
problem and to seek the truth.
Meanwhile,
according to Nana Sudjana, the discussion is basically exchange of information,
opinions, and elements of experience on a regular basis with a view to
obtaining a clearer and more accurate understanding of something, or to prepare
and finalize a joint decision.
Therefore,
the discussion is not a debate, because debate is a war of words, people argue,
argue, and the ability of persuasion to win their own understanding. While in
discussion, each person is expected to contribute thoughts so that the whole
group returns with a shared understanding. With the contribution of thought
from everyone, the group is expected to move from one thought to another, step
by step up to the last understanding as a result of the joint work.
The
purpose of using the method of discussion is to motivate (encourage) and
stimulate (stimulate) students to think with reflective thinking.
B. Types of Group
Discussions
Viewed
from the point of formality and the number of participants who followed, the
discussion can be classified into 4 kinds, namely:
a) Informal discussion, the rule is more lenient than the
rules used in other discussions, because of its unofficial nature. The number
of participants is not necessarily strictly restricted and is usually only a
small group of which one appears as a leader without a helper or
representative.
b) Formal discussions, rules that are used as discipline
in formal variant discussions are usually tight and neat. The number of
students who become participants is generally more even can involve all
students. And among the participants elected or appointed as leaders or their
representatives, the leader serves as a moderator, while his deputy as a
secretary or an assigned reporter records the minutes.
c) Discussion
panel, usually followed by all class students. The word "panel"
itself means a group of speakers selected to speak. Their main task is to
answer the questions of the participants. The rules used in panel discussions
are clear, rigorous, and neat, just like in formal discussions. The problem
agenda in panel discussions is usually more extensive and is sometimes an
accumulation of agenda previously discussed in other diverse discussions.
d) The symposium discussion, its operation is similar to
other formal discussions, the difference is only the agenda of problems in the
symposium submitted by a target or more. The audience in turn gives a
description of their views on the same topic or one aspect of the same topic.
When
viewed from the point of concentration of people who play a role in the
discussion in school, the method of discussion is divided into 2 patterns,
namely:
a.
Teacher discussion patterns (teacher-centered)
In teacher-centered
discussion, the teacher's role is as follows:
1) Indicators, ie participants who display the agenda of
the issues to be topics of discussion;
2) Director, ie the participants who direct the
discussion on the agenda of the issues to be discussed;
3) Moderator, ie participants who are authorized to
manage traffic of the participants (participant);
4) Evaluator, ie assessors of progress and participation
of the participants either as individuals or as a group.
While the
participation of students as participants, is as follows:
1) Contributors, ie as contributors of suggestions and
thoughts, comparators, and buffers;
2) Evaluator, the appraisal of the level of success of
the problem-solving efforts made through the discussion that he followed.
b.
Student centrality discussion pattern (student-centered)
In discussions that
embrace the focusing pattern of activities on the students, indirect teacher
involvement but its role remains important, because it must perform its
functions as: 1) Indicators, 2) Consultants (advisers), 3) Encourager, 4)
Observer, and Evaluators (reviewers and assessors of participant's activities).
The role of the students in the discussion of student centerity patterns are:
1) As a moderator, one of the participants who is
considered worthy of leading the discussion,
2) As a contributor, ie contributors in the form of
questions, rebuttal, suggestions, and so on.
3) As the encourager, ie the giver of encouragement and
opportunity to fellow participants to participate actively contribute,
4) As an evaluator, the assessor of the course of
discussion and decisions or conclusions or answers related to problem solving
offered by the teacher as a moderator.
C. Steps of
Discussion Method
Some
things to consider in using the discussion method, which is as follows:
a. Preparation or discussion planning, namely:
1) The purpose of the discussion should be clear, so that
the direction of the discussion is more assured.
2) Discussion participants must meet certain
requirements, and the amount is adjusted to the nature of the discussion
itself.
3) Determination and formulation of issues to be
discussed should be clear.
4) The time and place of discussion should be precise, so
it will not drag on.
b. Implementation of the discussion, namely:
1) Create a group structure (leaders, secretaries, and
members),
2) Divide the tasks in the discussion,
3) Stimulate all participants to participate,
4) Recording important ideas or suggestions,
5) Appreciate any opinions submitted by the participants,
6) Create a fun situation.
c. Follow-up discussion, namely:
1) Making results or conclusions from the discussion,
2) Reread the result for necessary correction,
3) Make an assessment of the implementation of the
discussion to be taken into consideration and improvement in future
discussions.
D. Advantages and
Disadvantages of Discussion Methods
The
advantages or benefits that can be taken from the discussion, are as follows:
A. Learners have the opportunity to think;
B. Learners get free training in expressing their
opinions, attitudes and aspirations; Learners learn to be tolerant of their
friends;
C. Discussion can foster the active participation of
learners;
D. Discussion can develop a democratic attitude, can
appreciate the opinions of others; and
E. With discussion, the lessons become relevant to the
needs of the community.
Meanwhile,
according Muhibbin Shah (2008), that the implementation of discussion methods
in learning, which can:
a. Encourage students to think critically,
b. Encourage students to express their opinions freely,
c. Encourage students to contribute their ideas to solve
common problems, and
d. Take an alternative answer or some alternative answers
to solve the problem based on careful consideration.
In
addition to the advantages possessed by the discussion method as described
above, the discussion method also has flaws or weaknesses, namely:
a. Discussion is too absorbing time, sometimes discussion
dissolves with its preoccupation and may interfere with other lessons,
b. In general, learners do not practice for discussion
and use the discussion time well, then their tendency is not able to discuss,
and
c. Sometimes the teacher does not understand the ways of
conducting the discussion, so the tendency of the discussion becomes question
and answer.
Meanwhile,
according to Muhibbin Shah (2008), that the method of discussion from the
surface looks good and very promising optimal results, it also has weaknesses,
namely:
a. The course of discussion is more often dominated by
clever student participants, thereby reducing other students' opportunities to
contribute,
b. The course of discussion is often influenced by
conversations that deviate from the topic of discussion of the problem, so the
exchange of thoughts becomes careless and long-winded, and
c. Discussion usually wastes more time, so it is not in
line with the principle of efficiency.
For
that, the effort that must be done by a teacher so that the discussion can run
well and work well, namely:
a. The problem should be controversial, meaning it
contains questions from learners. The problem, attracting their attention
because it is closely related to them,
b. The teacher should position himself as the leader of
the discussion, he must divide the questions and give instructions on the
course of the discussion. The teacher also acts as a deterrent to the questions
posed by learners, and
c. Teachers should pay attention to the discussion so
that the teacher function as discussion leader can be implemented properly.
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