The emergence of humanistic learning theory can not be separated from the movement of humanistic education that focuses on affective outcomes, learning about how to learn and learning to enhance creativity and human potential. This humanistic approach emerged as a form of disapproval on two previous views, the views of psychoanalysis and behavioristik in explaining human behavior. Disagreement is based on the assumption that the views of psychoanalysis too pessimistic outlook bleak and despair while behavioristik considered too rigid (mechanistic), passive, static and tractable in describing human. II. UNDERSTANDING LEARNING BY humanistic theories
According to the theory of humanistic study should be initiated and directed for the benefit humanize humans. Humanistic learning theory and more abstract nature study of philosophy. This theory is more talk about concepts. In humanistic learning theory, learning is a process that begins and is intended for the benefit of humanizing mankind. Humanize humans, ie, to achieve self-actualization, self-understanding and self-realization of people learn optimally. Dal this, then this humanistic theory is eclectic (harness / summarizes all any theory in order to humanize humans). One of the important ideas in the theory of humanistic learning is that students should have the ability to direct their own learning behavior (self-regulated learning), what will be learned and to what extent, when and how they will learn. Students studying directing at the same time motivating yourself to learn rather than just being passive recipients in the learning process. Students also learn to assess the usefulness of studying it for himself. Flow humanistic view of learning as a process that occurs in an individual that involve all or part of an existing domain that includes the domain of cognitive, affective and psychomotor. In other words, humanistic approach emphasizes the importance of emotions or feelings, open communication, and values held by each student. To that end, humanistic learning method leads to an effort to hone the students human values. Teachers, therefore, advisable to emphasize the values of cooperation, mutual aid, and benefit, honesty and creativity to be applied in the learning process. I. SOME VIEWS
1. VIEWS KOLB (Experiential Learning Theory)
The theory was developed by David Kolb in the early 1980's. In theory, Kolb defines learning as the process whereby knowledge is created through the transformation of experience. Knowledge is considered as a combination of understanding and transforming experience. Experiential Theory Learning later became the basis of a model of learning that emphasizes experiential learning in a holistic model of learning in the learning process. Experience then have a central role in the learning process. Furthermore, Kolb learning divide into 4 stages:
1) Stage practice of concrete (Concrete Experience)
It is the very early stage, the person experiences an event as it is (just feel, look, and retelling the events.) In this stage, a person do not have awareness about the nature of the event, what actually happened, and why it happened. 2) Phase Active and Reflective Experiences (Observation Reflection) At this stage there have been observations of events experienced, looking for answers, implement reflection, developing questions how it happened, and why it happened. 3) Conceptualization Phase (Abstract Conseptualization)
At this stage one has attempted to create an abstraction, developed a theory, concepts, procedures about something that is the object of attention. 4) Active Experimentation Phase (Active Experimentation)
At this stage there is an active effort to experiment, and are able to apply concepts, theories into real situations. Basically, these stages take place outside of awareness a learner, (just happened). Experiential Learning is a learning model that really notice the difference or uniqueness of the student,...