Paradox between students' learning needs and learning strategies of teacher mathematics in Indonesia

Abstract

During this learning is given by the teacher to his students. Teachers only provide material by using learning strategies based on certain learning theory without wanting to know that learning has been appropriate or not. Then the question arises again, whether the desired student learning is desired by the teacher? Because the teacher may be more aware of the condition of all students and learning environment. This becomes a paradox about the truth of a suit that some people think is appropriate but not for others. This study aims to determine which learning theory is considered appropriate according to the perspective of teachers and students. It is expected that mutual understanding of teachers with students will improve student achievement. This study will explore and compare the perceptions of students and teachers in Indonesia with the theory of learning behaviorism and constructivism. Using qualitative survey research methods, students and teachers describe the advantages and reasons why learning with learning theory is appropriate. The results of this study showed that most students and teachers perspective like learning with constructivism theory, but factors such as time allocation and student confidence are so influential that learning theory of behaviorism is used more often.