Definition of Quantum Learning

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b. The Model of Quantum Learning

DePorter et al. 2005:8 states that the form of Quantum Learning Model is almost similar with a symphony, dividing the elements of symphony builder into two categories, namely: context and content. In ‘context’, there are elements of environment, atmosphere, foundation and design. Whereas in ‘content’, there are elements of facility, presentation, and skills. On its learning process, the quantum model takes the base on cognition conditioning at the real world context. Suryani 2013:56 states that its conditioning into the real world context means that: 1 the tasks are not separated, but constituting part of a bigger context in which the teachers play the roles in establishing the understanding showing the larger context, relevant to the problems being encountered. 2 the real context is mostly referred to the tasks of the learners based on the information and ambient environment, 3 environmental context is very important either inside or outside the classroom environment because development of learning environment is able to stimulate and increase the active participation of students in establishing the understanding and the concept.

c. The Quantum Learning Principles

DePoter et al. 2005:7 says that there are five principles of Quantum Learning that have to be understood by the teacher. They are: 1 Everything Speaks 27 Everything from surroundings, tone of voice and distribution of material, conveys an important message about learning. In every activity conducted, the students will understand and keep the message of what they are learning. This is good in order to make the students pay attention on what they are doing. 2 Everything is on purpose Everything the teacher does have an intended purpose; students make meaning and transfer new content into long-term memory by connecting to existing schema. In every activity, the students will really understand the purpose what they are doing 3 Experience before label Learning is best facilitated when students experience the information in some aspects before they acquire labels for what is being learned. Experience when the students learning a new material will give long term memories of what they are learning. The students will be remembering longer about the material they learn. 4 Acknowledge every effort Acknowledgement of each student’s effort encourages learning and experimentation. However the results of the learning, the students effort need to be appreciated to motivate them try harder to get the better result. 28 5 If it’s worth learning, it’s worth celebrating Celebration provides feedback regarding progress and increases positive emotional associations with learning. The students need appreciation of what they are learning. Celebrate together with their friend will motivate them to be better.

d. The Quantum Learning Design

Quantum learning design should be taken into consideration while a learning-teaching process is planned. This design will enable an effective learning process. The learning design consisting six stages is bounded to correlative and mutual complementarily principle. The design called EEL Dr.C or in Bahasa Indonesia called TANDUR. It took its name from the first letters of the stages and each stage displays part – whole relationship in learning and teaching process. This design consisting of enrolling Tumbuhkan, experiencing Alami, labeling Namai, demonstrating Demonstrasikan, reviewing Ulangi and celebrating Rayakan phases should cover academic and lifelong learning skills effectively DePorter, et al. 2005:10. 1 Enrolling Tumbuhkan: It’s an important stage from the respect of self- learning skills, the phenomenon of students’ needs for pre-editing and learning should be made gained. They have to know what the aim of the lesson for themselves. I t’s aimed that the student’s motivation towards the 29 learning increased. In this stage, the researcher should grab the students’ attention. 2 Experience Alami: An experience or an activity introducing them the class is mentioned for enabling them to find relations which check their prior knowledge about the subject and for creating a knowledge need that provides meaning and interest to the content. At the stage of experiencing, memotechnik a memory developing technique by benefitting from exercises with team and group activities and associations, simulations, mind maps, metaphors can be used. 3 Label Namai: According to Dr. Georgi Lazanov, relevance the students’ topic with their lif e is a way to make the students achievement’s increased. Quantum note taking, memory techniques, graphics, posters and quantum study strategies can be used at this stage. 4 DemonstrateDemonstrasikan: Provide students with opportunities for their adapting of topic-related learning to other situations. Giving them additional activities in which they can apply the things they have learnt gives them confidence by making them see what they know 5 Review Ulangi: It is the stage where the knowledge and skills gained are nailed in brain. Repeating ensures nerve strings to strengthen and content to take place in mind. However, it is important for this reinforcement to include multiple intelligences and to address various senses game, drama, demonstration, etc.