Learning Style - Learning or teaching is an activity that we must do and we give to our children. Because he is the key to success fatherly reach a bright future, to prepare the nation's generation with a high scientific insight. That will ultimately be useful for the nation, state, and religion. Seeing such a vital role, then apply the Styles of effective and efficient is a necessity. With the hope of teaching and learning process will run menyenakngkan and not boring. Below are some effective Styles of learning, that we may prepare. 

Style of debate is one Style of learning is very important to enhance students' academic abilities. Teaching materials are selected and arranged into a package the pros and cons. Students are divided into several groups and each group consisted of four people. Within the group, students (two men took up positions pro and two others in a position counterproductive) to debate about the assigned topic. Reports of each group regarding the pros and cons of the two positions given to teachers. 

Furthermore, teachers can evaluate each student on the mastery of the material covering the second position and evaluate how effectively students are involved in the procedure debate. 

Basically, that all successful models of cooperative learning as expected, each model must involve teaching materials that allow students to help each other and supportive when they learn the material and work interdependence (interdependence) to complete the task. Social skills needed in business collaboration should be central to the success of completing the task group. These skills can be taught to students and the role students can be determined to facilitate group process. The role may vary according to task, for example, the role of recorder (recorder), maker of the conclusions (summarizer), regulator of materials (materials manager), or the facilitator and the teacher's role as monitors can be a learning process. 

Style of Role Playing is a way of mastering the learning materials through the development of students' imagination and appreciation. Development of imagination and appreciation of the student with the act it as a character living or inanimate objects. The game is generally carried out more than one person, it depends on what is played. Role Playing advantage of this Style: 

Involving all students can participate have the opportunity to advance its ability to cooperate. 

Style of problem solving (problem solving) is the use of Styles in learning activities with the road train students to face various problems either personal or individual and group problem to be solved alone or jointly. 

Learning orientation is an investigation and discovery that is essentially a problem-solving. 

The advantages of problem solving Styles as follows: 

Weakness of the Style of problem solving as follows: 

Problem Based Instruction (PBI) focus on life issues that are meaningful to students, the teacher presents a problem, ask questions and facilitate the investigation and dialogue. 

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The script is a Style of cooperative learning where students work in pairs and orally summarizing sections of material studied. 

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Picture and Picture 

Picture and Picture is a learning Style that uses images and paired / sorted into a logical sequence. 

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Goodness: 

Disadvantages: Eating a lot of time. Many students are passive. 

Numbered Heads Together is a Style of learning where each student is given a number and then created a group and then randomly call a number of student teachers. 

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Group investigation Style is often viewed as the most complex and most difficult to implement in a cooperative learning. This Style involves students from planning, both in determining the topics or ways to learn through investigation. This Style requires students to have good skills in communication and process skills in the group (group process skills). Teachers who use investigative Styles generally divide the class into groups of 5 to 6 students with heterogeneous characteristics. Distribution groups can also be based on pleasure friends or common interests of a particular topic. Students choose the topic you want to learn, follow-depth investigation of the various subtopics that have been selected, then prepare and present a report to the class as a whole. The description about the steps the group investigation Style can be stated as follows: 

a. Selection of topics 

Parasiswa choose different subtopics within a general problem area is usually described in advance by the teacher. The students then organized into groups that are task oriented (task-oriented groups) consisting of 2 to 6 people. The composition of heterogeneous groups in both genders, ethnicity and academic ability. 

b. Cooperation plan 

Parasiswa and teachers plan a variety of specific learning procedures, tasks and general objectives that are consistent with a variety of topics and subtopics that have been selected from step a) above. 

c. Implementation 

Parasiswa implement a plan that was formulated in step b). Learning must involve a variety of activities and skills with a wide variety and encourages students to use various sources, both contained within and outside of school. Teachers are constantly follow the progress of each group and provide assistance if needed. 

d. Analysis and synthesis 

Parasiswa analyze and synthesize information obtained in step c) and plan to be summarized in an interesting presentation to the class. 

e. Presentation of final results 

All groups presents an interesting presentation from a variety of topics that have been studied in order that all students in each class involved and reach a broad perspective on the topic. Group presentations coordinated by the teacher. 

f. Evaluation 

Teachers and students to evaluate the contribution of each group of class work as a whole. Evaluation can include each student individually or in groups, or both. 

Jigsaw Style

Basically, in this model the teacher divides the large units of information into smaller components. The teacher divides the students into cooperative learning groups consisting of four students so that each member is responsible for mastery of each component / subtopics are assigned a teacher with the best. Students from each group responsible for the same subtopic again form a group consisting of consisting of two or three people. 

These students work together to complete the task kooperatifnya in: a) learn and become experts in the subtopic thereof; b) planning how to teach subtopics parts to members of the original group. After that the students returned to their respective groups as "experts" in subtopiknya and teach important information in these subtopics to a friend. Experts in other subtopics also act similarly. So that all students are responsible to demonstrate mastery of all material that is assigned by the teacher. Thus, each student must master the topic in the group as a whole. 

Styles Team Games Tournament (TGT) | Learning Style 

Cooperative learning models of TGT is one type or model of cooperative learning are easy to implement, involving the activities of all students without any distinction of status, involving the role of students as peer tutors and contains elements of the game and reinforcement. 

Learning activities with games designed in the TGT cooperative learning model allows students to learn to relax in addition to foster responsibility, cooperation, fair competition and the involvement of learning. 

This 5 major component in the main component in the TGT that is:  | Learning Style

1. Presentation of the class 

In the early learning teachers deliver the material in class presentation, usually done by direct teaching or by lectures, discussions led by teachers. At the presentation of this class students should really pay attention and understand the material presented teacher, because it will help students work better when the group work and during the game because the game score will determine the score of the group. 

2. Group (team) 

The group usually consists of 4 to 5 students are members of heterogeneous views of academic achievement, gender and race or ethnicity. The function of the group is to further explore the matter with your group and more specifically to prepare group members to work properly and optimally at the time of the game. 

3. Games 

Game consists of questions designed to test students' knowledge gained from classroom presentation and study groups. Most games consist of simple questions numbered. Students select a numbered card and try to answer the questions that correspond with that number. Students who correctly answer that question would get a score. These scores are later gathered students for weekly tournaments. 

4. Tournament 

Usually the tournament conducted on weekends or on each unit after presenting the class teacher and the group already working on the worksheet. The first tournament of teachers divide students into several table tournaments. The three highest student achievement grouped in table I, three students are next on the table II and beyond. 

5. Recognize team (group award) 

The teacher then announced the winning team, each team will receive a gift certificate or if the average score to meet the specified criteria. Team earned the nickname "Super Team" if the average score of 45 or more, "Great Team" in an average of 40-45 and "Good Team" if the average is 30-40 

Model Student Teams - Achievement Divisions (STAD) | Learning Style 

Students are grouped in heterogeneous and students who are good at explaining other members to understand. 

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Examples Non-Examples Models | Learning Style 

Examples Non-Examples are the Style of learning using examples. Examples can be the case / relevant images with KD. 

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Lesson Study is a Style developed in Japan that the Japanese language called Jugyokenkyuu. The term lesson study itself was created by Makoto Yoshida. 

Lesson Study is a process in developing the professionalism of teachers in Japan by investigating / testing their teaching practices to become more effective. 

The steps are as follows: 

1. A number of teachers working within a group. This cooperation includes: 

2. One of the teachers in the group doing the planning stages of making a mature lesson plan comes with foundations that support the theory. 

3. Teachers who have made ​​learning plans in (2) and then teaching in real classroom. Means phase implemented teaching practices. 

4. Other teachers in the group observe the learning process while matching lesson plans that have been made. Terlalui mean observation stage. 

5. All teachers in the group including teachers who have taught together and then discuss their observations of learning that has taken place. This stage is a stage of reflection. In this stage also discussed remedial measures for the next lesson. 

6. The results in (5) subsequently implemented on the class / next lesson and so return to (2). 

The excess of lesson study Style as follows: