In the minds of some practitioners of education, the meaning and the nature of learning often simply defined as the acceptance of information from the source of information (teachers and textbooks). As a result of teachers still give the teaching activities as information transfer activities from teachers to students.
For the purposes of the implementation of the process of contextual-based learning, teachers need to do a reversal of meaning from the nature of learning. On the view and this paradigm, meaning and nature of learning is defined as the process of constructing meaning/understanding of information and experience. The process of building the meaning can be done by students or with other people
For the purposes of the implementation of the process of contextual-based learning, teachers need to do a reversal of meaning from the nature of learning. On the view and this paradigm, meaning and nature of learning is defined as the process of constructing meaning/understanding of information and experience. The process of building the meaning can be done by students or with other people
The process is filtered by the perception, thoughts (early knowledge), and the feeling of the students. So learning is the process of absorbing knowledge in teachers. Thus, teaching is the teacher's participation in the activities of building understanding of students. Participation can be intangible such behavior, asking for an explanation of the crisis to ask or present situation seemed contrary to the understanding of students so that students are driven to improve his understanding.
