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Learning-oriented interaction model is one part of the family learning model which are classified by Joyce & Weil (1996). This model emphasizes individual relations with the public or others and focus to enhance the democratic process and to learn in a productive society. Use of this clump of social interaction model focuses on developing the ability to work from the students. Clumps of social interaction learning model based on two main assumptions, namely (a) social problems are identified and resolved through consensus obtained in using the social processes (b) a democratic social processes need to be developed for the betterment of society in the sense of covering continuously as possible.

In the discussion of the presenter does not clearly expressed the philosophical foundations of this model. Before further discussion and application of this model structure, it is necessary to explain that the clump of social interaction is based on Gestalt learning theory (field theory). However, in the development and application of learning theories that underlie social interaction model clumps is social learning theory instead of the Gestalt theory of learning for more condongnya regarding Gestalt theory of learning in the information processing model clumps focuses on insight. The main concept of social learning theory is the modeling (modeling), the phase of learning, vicarious learning, and self-regulation. While the learning phase consists of the attention phase, retention phase, reproductive phase and the phase of motivation.

Role Playing is one of the groups of social interaction learning model pioneered by Fannie Shaftel & George shafted. Students are expected to learn through experience. When learning Role Playing will be used, it should be noted that: Assumptions and objectives; Playing the role of the activities associated with the problems experienced, described a problem, take action, and then discussed. concept of role; Each individual has a unique way to tell other people, situations, and goals. A role is a series of feelings, words and actions, is typical and get in touch with others. Syntax; benefits play a role depending on the quality of good analysis. Shafteis gave the opinion that the role play is an activity which consists of nine stages: 1) Warm up the group, 2) selection of participants, 3) make up the stages, 4) prepare a role player, 5) play or plays, 6) to discuss or evaluate, 7) re-enacted, 8) to discuss and reevaluate, 9) to exchange experiences and concludes.Social system; in the social system teachers are responsible to analyze the stages and guide the students to move into each stage is specified, although the subject of discussion and implementation is largely determined by the student. reaction principle; Teachers should accept the proposal and the student responses were: 1) the teacher gives a response that can help students explore various aspects of problem situations, select and show the alternative value of the show, 2) reflect, interpret, and summarize the responses, teachers raise awareness among students from what is seen and felt 3) teachers need to emphasize that there are different paths to play the role and consequences as a result of differences in what they explore 4) there is an alternative way to solve a problem, none of the road or the right way. Support systems; in most major support systems is a problem situation that can be used as a perfect source such as movies, novels, short stories. Applications; With role-playing students can improve their ability to recognize themselves and feelings of others, can acquire new behaviors to deal with difficult situations.

Role playing and the curriculum: 1) Types of social problems that can be developed using the model of role playing; Conflict interpersonal, intergroup relations, individual dilemmas, problems of age 2) Deepening the curriculum can be based on the sequence of each focus; the development of feelings, the development of attitudes , values??, and perceptions, attitudes and skills development to solve the problem, development of personal problems. Selection of a problem situation; Factors affecting the selection of a problem situation as the students age, cultural background, the complexity of the problem situation, the sensitivity of the topic, and played a role in the student experience. Instructional and nurturant effects; Playing the role is designed in detail for the development: analysis of the behavior and personal values??, developing strategies to solve interpersonal problems, developing a sense of empathy towards other Oran. This model is quite structured, all the elements of both teachers and students directly involved in every stage through the structure as mentioned above. In addition to role playing, there are other types of other learning models such as group work with the character Herbert Thelen & John Dewey, the character of social inquiry Massialas Byron and Benjamin Cox, Juridisprudential James P. Shaver, & Donald Oliver and Social Simulation learning model characters Sarene Boocock. Each type of learning model designed specifically in accordance with the purpose and character of this type of learning models, such as role playing, this model is designed to engage learners in investigating the personal values ??and social development through their own behavior and values ??that become the source of inquiry them.

 

Reference:

Joyce, B. & Weil, M. (1996). Models of Teaching. 5th Ed. Boston: Allyn and Bacon

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