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Mungkin maksud Anda adalah: Self-Directed Learning has been defined in a variety of ways.
Here are ones we have found. Which do you prefer and why? Brockett & Hiemstra (1991)
claim that, "self-direction in learning refers to both the external characteristics of an
instructional process and the internal characteristics of the learner, where the individual
assumes primary responsibility for a learning experience" (p. 24). Gibbons (2002) stated that
SDL is any increase in knowledge, skill, accomplishment, or personal development that an
individual selects and brings about by his or her own efforts using any method in any
circumstances at any time (p. 2). Kasworm (1983) stated that self-directed learning can be
viewed as a "set of generic, finite behaviors; as a belief system reflecting and evolving from a
process of self-initiated learning activity; or as an ideal state of the mature self-actualized
learner" (p. 1). Knowles (1975) described Self-Directed Learning (SDL) broadly as a
process in which individuals take the initiative, with or with out the help of other, to diagnose
their learning needs, formulate learning goals, identify resources for learning, select and
implement learning strategies, and evaluate learning outcomes (p. 18).
Self-Directed Learning telah didefinisikan dalam berbagai cara. Berikut adalah orang-orang
yang kami telah menemukan. Yang Anda inginkan dan mengapa?

Brockett dan Hiemstra (1991) menyatakan bahwa, "self-arah dalam pembelajaran mengacu
baik karakteristik eksternal dari sebuah proses pembelajaran dan karakteristik internal
pembelajar, di mana individu bertanggung jawab utama untuk pengalaman belajar" (hal. 24).

gibbon (2002) menyatakan bahwa "SDL adalah setiap peningkatan pengetahuan,

keterampilan, prestasi, atau pengembangan pribadi bahwa menyeleksi individu dan
membawa dengan upaya sendiri menggunakan metode apapun dalam keadaan setiap saat"
(hal. 2).

Kasworm (1983) menyatakan bahwa belajar mandiri dapat dilihat sebagai "set generik,
perilaku terbatas; sebagai sistem kepercayaan yang mencerminkan dan berkembang dari
proses kegiatan belajar sendiri dimulai, atau sebagai negara ideal dari diri dewasa pelajar
diaktualisasikan "(hlm. 1).

Knowles (1975) dijelaskan Self-Directed Learning (SDL) secara luas sebagai "sebuah
proses di mana individu mengambil inisiatif, dengan atau tanpa bantuan lainnya, untuk
mendiagnosis kebutuhan belajar mereka, merumuskan tujuan pembelajaran, mengidentifikasi
sumber daya untuk belajar, memilih dan menerapkan strategi belajar, dan mengevaluasi hasil
belajar "(hal. 18).

SDL Philosophical Foundations

Theoretical approaches to SDL

Humanism

The predominating theoretical orientation underlying self-directed learning is

humanism (Cafferella, 1993).
Humanist believe that learners are impelled toward self-actualization (Owen,
2002).
Humanistic environment- primary function is to facilitate with the intent of
expediting individual learning needs (Owen, 2002).
Humanistic perspective- Learner development and responsibility are of the
utmost importance (Owen, 2002).
The Personal Responsibility Orientation (PRO) model (see Trends) illustrates
the link between humanism and self-direction in adult learning (Brockett &
Hiemstra, 1991).

Behaviorism and Neobehaviorism

Behaviorism is based on premise of learning occurring from the reinforcement

of desired responses and shaped by environmental influences (Ross, 2002).
Brockett and Hiemstra (1991) presented three practices rooted in behaviorism
that are key to understanding self-direction
Learning contracts
Skill-based instruction techniques
Self-modification

Penland (1981) suggested that self-directed learning can be understood in a

neobehaviorist perspective (Owen, 2002, p.15).
Brockett and Hiemstra (1991) explain that "where classical behaviorism is only
concerned with the environment as a determinant of behavior, neobehaviorism
stresses the interaction of the individual and environment" (p.128).
Piskurick (1993) looks at how self-directed learning and neobehavioral learning
works
Especially skills and technical training where intitally there has to be more
structure and less learner (trainee) choice-centered approach
After the organizational training needs are met, then the trainee can choose
to learn more about a topic they desire to learn more about
Self-directed learning as a technical training design used by organizations in
the development of human resource contracts with the choice-centered
definitions espoused by Knowles, Guglielmno, Brookfield, Brockett and Hiemstra,
and Candy (Owen, 2002, 16).

Critical Perspectives

Critical perspectives of self-directed learning include those espoused by Paulo

Freire, Jack Mezirow, and Stephen D. Brookfield (Owen, 2002, 16).
Freire's (1970) characteristic of adulthood called conscientization "is the
process in which men, not as recipients, but as knowing subjects, achieve a
deepening awareness both of the sociocultural reality which shapes their lives
and of their capacity to transform that reality" (p.27).
Mezirow's (1991) critical view called perspective transformation "is the process
of becoming critically aware of how and why our presuppositions have come to
constrain the way we perceive, understand, and feel about our world; of
reformulating these assumptions to permit a more inclusive, discriminating,
permeable, and integrative perspective; and of making decisions or otherwise
acting upon these new understandings" (p. 14).
Brookfield's (1990) critical perspectives of self-directed learning centers on
critical incidents that involve one recording significant life events after critical
thinking that involves identifying assumptions, analyzing accuracy, and
reconstructing them. Brookfield (1991) explains that assumptions involve the
"taken-for-granted ideas, commonsense beliefs, and self-evident rules of thumb
that informs our thoughts and actions" and that they "are the interpretive glue

that binds the various meaning schemes comprising out structures of

understanding" (p. 177).

Constructivism

Constructivist maintain that from birth, people embark on a voyage of inquiry

and exploration and thus learning is an active process of constructing meaning
and transforming understandings. Therefore, no two people have identical
experiences and each person constructs his or her understanding of reality
(Owen, 2002, p. 20).
Candy's (1991) looks at three domains that are of great relevance to selfdirected learning
Assumptions about human nature
The nature of knowledge
The meaning of learning
If one accepts the constructivist paradigm, then one must embrace that
people have unique perspectives of how they view their world (Owen, 2002)
Candy (1991) believes that ideals of constructivism are central to
understanding learning and "is a vital starting point to considering the nature of
self-directed learning" (p. 257).
SDL Philosophical Foundations
Pendekatan teoritis untuk SDL

Humanisme
The mendominasi orientasi teoritis yang mendasari pembelajaran mandiri
adalah humanisme (Cafferella, 1993).
Humanis percaya bahwa peserta didik terdorong ke arah aktualisasi diri
(Owen, 2002).
Humanistik fungsi utama lingkungan-adalah untuk memfasilitasi dengan
maksud mempercepat kebutuhan belajar individu (Owen, 2002).
Pengembangan Learner perspective- humanistik dan tanggung jawab adalah
yang paling penting (Owen, 2002).
Orientasi Tanggung Jawab Pribadi (PRO) Model (lihat Tren) menggambarkan
hubungan antara humanisme dan self-arah dalam pembelajaran orang dewasa
(Brockett & Hiemstra, 1991).

Behaviorisme dan Neobehaviorism

Behaviorisme didasarkan pada premis pembelajaran terjadi dari penguatan
respon yang diinginkan dan dibentuk oleh pengaruh lingkungan (Ross, 2002).
Brockett dan Hiemstra (1991) disajikan tiga praktek berakar pada
behaviorisme yang merupakan kunci untuk memahami pengarahan diri sendiri
Kontrak belajar
Teknik instruksi berbasis keterampilan
Self-modifikasi
Penland (1981) mengemukakan bahwa belajar mandiri dapat dipahami dalam
perspektif neobehaviorist (Owen, 2002, p.15).
Brockett dan Hiemstra (1991) menjelaskan bahwa "di mana behaviorisme
klasik hanya peduli dengan lingkungan sebagai penentu perilaku,
neobehaviorism menekankan interaksi individu dan lingkungan" (p.128).
Piskurick (1993) melihat bagaimana belajar mandiri dan belajar karya
neobehavioral
Terutama keterampilan dan pelatihan teknis di mana intitally harus ada
lebih struktur dan kurang pelajar (trainee) pendekatan pilihan yang berpusat
Setelah kebutuhan pelatihan organisasi terpenuhi, maka peserta pelatihan
dapat memilih untuk mempelajari lebih lanjut tentang topik yang mereka ingin
belajar lebih banyak tentang
Mandiri belajar sebagai desain pelatihan teknis yang digunakan oleh
organisasi dalam pengembangan kontrak sumber daya manusia dengan definisi
pilihan berpusat didukung oleh Knowles, Guglielmno, Brookfield, Brockett dan
Hiemstra, dan permen (Owen, 2002, 16).

Perspektif Kritis
Perspektif kritis belajar mandiri termasuk yang didukung oleh Paulo Freire, Jack
Mezirow, dan Stephen D. Brookfield (Owen, 2002, 16).
Freire (1970) karakteristik dewasa disebut penyadaran "adalah proses di mana
laki-laki, bukan sebagai penerima, tetapi sebagai mengetahui subyek, mencapai
kesadaran mendalam baik dari realitas sosial budaya yang membentuk
kehidupan mereka dan kapasitas mereka untuk mengubah realitas yang" (p .27).
(1991) kritis lihat disebut perspektif transformasi Mezirow "adalah proses
menjadi kritis menyadari bagaimana dan mengapa prasangka kami datang untuk
membatasi cara kita memandang, memahami, dan merasa tentang dunia kita,
dari merumuskan asumsi-asumsi ini untuk memungkinkan lebih inklusif,
diskriminatif, permeabel, dan integratif perspektif, dan membuat keputusan atau
bertindak atas ini pemahaman baru "(hal 14)..
Brookfield (1990) perspektif kritis pusat belajar mandiri pada insiden kritis
yang melibatkan salah satu rekaman peristiwa kehidupan yang signifikan setelah
berpikir kritis yang melibatkan mengidentifikasi asumsi, menganalisis akurasi,
dan merekonstruksi mereka. Brookfield (1991) menjelaskan bahwa asumsi

melibatkan "diambil-untuk-diberikan ide-ide, keyakinan akal sehat, dan aturan

jelas praktis yang menginformasikan pikiran dan tindakan kita" dan bahwa
mereka "adalah perekat penafsiran yang mengikat berbagai skema makna yang
terdiri dari struktur pemahaman "(hal. 177).

Konstruktivisme
Konstruktivis mempertahankan bahwa sejak lahir, orang memulai perjalanan
dari penyelidikan dan eksplorasi dan dengan demikian belajar adalah proses aktif
membangun makna dan mengubah pemahaman. Oleh karena itu, tidak ada dua
orang memiliki pengalaman yang sama dan setiap orang membangun nya
pemahaman realitas (Owen, 2002, hal. 20).
Candy (1991) melihat tiga domain yang relevan dengan pembelajaran mandiri
Asumsi tentang sifat manusia
Sifat pengetahuan
Makna pembelajaran
Jika seseorang menerima paradigma konstruktivis, maka kita harus merangkul
bahwa orang memiliki perspektif yang unik tentang bagaimana mereka melihat
dunia mereka (Owen, 2002)
Permen (1991) percaya bahwa cita-cita konstruktivisme adalah pusat untuk
memahami belajar dan "adalah titik awal penting untuk mempertimbangkan sifat
pembelajaran mandiri" (hal. 257).

Emerging Trends and Themes in Self-Directed Learning

The idea of self-directed learning continues to evolve. The evolution can be seen
in individuals and authors in the field of adult education, as well as the research
that takes place over the years (Brockett & Hiemstra, 1991). Research
concerning SDL in adult education involves three primary classifications; learning
projects, qualitative studies and quantitative measures. Various research tools
and approaches have been used as the research in this area has increased.

This page includes

Brockett & Hiemstra's (1991) PRO model that is intended to illustrate and
explain the external characteristics of an instructional process and the internal
characteristics of the learner.
Research tools used in SDL; Oddi Continuing Learning Inventory (OCLI) and
Self-Directed Learning Readiness Scale (SDLRS)
Trends and Themes that emerging in SDL
Personal Responsibility as a Central Concept

As can be seen in Figure 2.1, the point of departure for understanding selfdirection in adult learning, according to the PRO model, is the notion of personal
responsibility.
By personal responsibility we mean that individuals assume ownership for
their own thoughts and actions.
Personal responsibility does not necessarily mean control over personal life
circumstances or environment.
However, it does mean that a person has control over how to respond to a
situation.

Self-Directed Learning: The Process Orientation

Self-directed learning, as we have come to view the term, refers to an

instructional method.
It is a process that centers on the activities of planning, implementing, and
evaluating learning.
Most of the writings and research on self-directed and self-planned learning
from the early and mid-1970s were developed from this perspective (e.g.,
Knowles, 1975; Tough, 1979).
Similarly, the definitions of self-directed learning that we have used
previously (Hiemstra, 1976a; Brockett, 1983a) stress this process orientation.
Further, one of us (Hiemstra, 1988a; Hiemstra & Sisco, 1990) has described this
as individualizing the teaching and learning process.
The process orientation of self-direction in adult learning focuses on
characteristics of the teaching-learning transaction.
Some may wish to think of this process orientation as "self-directed
education." We do not disagree with this term, but choose to refer to the process
as "self-directed learning" in order to stress the link to the foundation laid by
Knowles.

Learner Self-Direction: The Personal Orientation

the importance of understanding characteristics of successful self-directed

learners has generally been stressed as well.
Knowles (1970) identified several assumptions underlying the concept of
andragogy as a model for helping adults learn. The first of these assumptions
was that the self-concept of adult learners is characterized by self-direction,
whereas dependence characterizes the self-concept of the child.
Knowles (1980) later revised his view of pedagogy and andragogy from a
dichotomy to a continuum. However, his emphasis on self-concept reflects the
centrality of personality as an element of self-direction in learning. This emphasis
on personality characteristics of the learner, or factors internal to the individual,
is what we refer to as the "personal orientation" or learner self-direction.

Self-Direction in Learning: The Vital Link

self-direction in learning is a term that we use as an umbrella concept to

recognize both external factors that facilitate the learner taking primary
responsibility for planning, implementing, and evaluating learning, and internal
factors or personality characteristics that predispose one toward accepting
responsibility for one's thoughts and actions as a learner.
The PRO model illustrates this distinction between external and internal forces.
At the same time it recognizes, through the notion of personal responsibility, that
there is a strong connection between self-directed learning and learner selfdirection. This connection provides a key to understanding the success of selfdirection in a given learning context.
the internal and external aspects of self-direction can be viewed on a
continuum.
Where difficulties and frustrations arise is when the balance between internal
characteristics of the learner are not in harmony with external characteristics of
the teaching-learning transaction.
Individuals who enter a learning situation with a clear idea of how and what
they wish to learn are likely to become frustrated and disenchanted if not given
the freedom to pursue these directions.
In the same vein, the learner who seeks a high level of guidance and
direction will probably have similar feelings in a situation where the facilitator
emphasizes an active leadership role by the learners.
For individuals in either situation, the problem is that the teaching-learning
situation is not in harmony with the needs and desires the learner brought to the
situation. This does not mean that the learner was "unsuccessful," nor that the
facilitator was "ineffective." Rather, it suggests that success and effectiveness
are relative terms that depend on clear communication of needs and
expectations among all parties engaged in the teaching-learning transaction.

The Social Context for Self-Direction in Learning

The final element of the PRO model is represented by the circle encompassing
the other elements.

One of the most frequent criticisms of self-direction in learning has been an

overemphasis on the individual, which is usually accompanied a failure to
consider the social context in which learning takes place.
In the PRO model, the individual learner is, in fact, central to the idea of selfdirection. However, such learning activities cannot be divorced from the social
context in which they occur.
in adult learning, the social context provides the arena in which the activity of
self-direction is played out.
In order for us to truly understand the phenomenon of self-direction in adult
learning, it will be crucial to recognize and deal with the interface between these
individual and social dimensions.

Emerging Trends dan Tema dalam Self-Directed Learning

Ide belajar mandiri terus berkembang. Evolusi dapat dilihat pada individu dan
penulis di bidang pendidikan orang dewasa, serta penelitian yang berlangsung
selama bertahun-tahun (Brockett & Hiemstra, 1991). Penelitian mengenai SDL
dalam pendidikan orang dewasa melibatkan tiga klasifikasi utama; proyek, studi
kualitatif dan kuantitatif belajar. Berbagai alat penelitian dan pendekatan telah
digunakan sebagai penelitian di bidang ini telah meningkat.

Halaman ini mencakup

Brockett & Hiemstra (1991) Model PRO yang dimaksudkan untuk
menggambarkan dan menjelaskan karakteristik eksternal dari sebuah proses
pembelajaran dan karakteristik internal peserta didik.
Alat-alat penelitian yang digunakan dalam SDL; Oddi Melanjutkan Belajar
Inventarisasi (OCLI) dan Self-Directed Learning Readiness Scale (SDLRS)
Tren dan Tema yang muncul di SDL
Tanggung Jawab Pribadi sebagai Konsep Tengah
Seperti dapat dilihat pada Gambar 2.1, titik tolak untuk memahami diri sendiri
arah dalam pembelajaran orang dewasa, menurut model PRO, adalah gagasan
dari tanggung jawab pribadi.
Dengan tanggung jawab pribadi kita berarti bahwa individu menganggap
kepemilikan untuk pikiran dan tindakan mereka sendiri.
Tanggung jawab pribadi tidak berarti kontrol atas situasi kehidupan pribadi
atau lingkungan.
Namun, tidak berarti bahwa seseorang memiliki kontrol atas bagaimana
menanggapi situasi.
Self-Directed Learning: Proses Orientasi

Mandiri belajar, seperti yang kita telah datang untuk melihat istilah, mengacu
pada metode pembelajaran.
Ini adalah proses yang berpusat pada kegiatan perencanaan, pelaksanaan,
dan evaluasi pembelajaran.
Sebagian besar tulisan dan penelitian tentang mandiri dan mandiri
direncanakan belajar dari awal dan pertengahan 1970-an dikembangkan dari
perspektif ini (misalnya, Knowles, 1975; Tangguh, 1979).
Demikian pula, definisi belajar mandiri yang kita gunakan sebelumnya
(Hiemstra, 1976a; Brockett, 1983a) stres orientasi proses ini. Selanjutnya, salah
satu dari kami (Hiemstra, 1988a; Hiemstra & Sisco, 1990) menggambarkan ini
sebagai individualistis mengajar dan proses belajar.
Orientasi proses self-arah dalam pembelajaran orang dewasa berfokus pada
karakteristik transaksi belajar-mengajar.
Beberapa mungkin ingin memikirkan orientasi proses ini sebagai "pendidikan
mandiri." Kami tidak setuju dengan istilah ini, tetapi memilih untuk merujuk pada
proses sebagai "self-directed learning" untuk menekankan link ke yayasan
diletakkan oleh Knowles.

Learner Self-Direction: The Orientasi Pribadi

pentingnya karakteristik pemahaman peserta didik mandiri sukses secara
umum telah menekankan juga.
Knowles (1970) mengidentifikasi beberapa asumsi yang mendasari konsep
andragogi sebagai model untuk membantu orang dewasa belajar. Yang pertama
dari asumsi ini adalah bahwa konsep diri peserta didik dewasa ditandai dengan
pengarahan diri sendiri, sedangkan ketergantungan ciri konsep diri anak.
Knowles (1980) kemudian direvisi pandangannya pedagogi dan Andragogi dari
dikotomi ke kontinum. Namun, penekanannya pada konsep diri mencerminkan
sentralitas kepribadian sebagai unsur pengarahan diri sendiri dalam belajar.
Penekanan pada karakteristik kepribadian peserta didik, atau faktor internal
individu, adalah apa yang kita sebut sebagai "orientasi personal" atau pelajar
pengarahan diri sendiri.

Self-Direction di Learning: The Vital link

pengarahan diri sendiri dalam belajar adalah istilah yang kita gunakan sebagai
konsep payung untuk mengenali kedua faktor eksternal yang memfasilitasi
peserta didik mengambil tanggung jawab utama untuk perencanaan,
pelaksanaan, dan evaluasi pembelajaran, dan faktor internal atau karakteristik
kepribadian yang mempengaruhi satu arah menerima tanggung jawab untuk
seseorang pikiran dan tindakan sebagai pelajar.
Model PRO menggambarkan perbedaan antara kekuatan-kekuatan eksternal

dan internal. Pada saat yang sama ia mengakui, melalui gagasan tanggung
jawab pribadi, bahwa ada hubungan yang kuat antara belajar mandiri dan belajar
pengarahan diri sendiri. Koneksi ini menyediakan kunci untuk memahami
keberhasilan diri ke arah dalam konteks pembelajaran yang diberikan.
aspek internal dan eksternal dari diri arah dapat dilihat pada sebuah
kontinum.
Dimana kesulitan dan frustrasi muncul adalah ketika keseimbangan antara
karakteristik internal peserta didik yang tidak selaras dengan karakteristik
eksternal dari transaksi belajar-mengajar.
Individu yang memasuki situasi belajar dengan ide yang jelas tentang
bagaimana dan apa yang mereka ingin belajar cenderung menjadi frustrasi dan
kecewa jika tidak diberikan kebebasan untuk mengejar arah ini.
Dalam nada yang sama, pelajar yang mencari tingkat tinggi bimbingan dan
arahan mungkin akan memiliki perasaan yang sama dalam situasi di mana
fasilitator menekankan peran kepemimpinan aktif oleh peserta didik.
Untuk individu dalam situasi baik, masalahnya adalah bahwa situasi belajarmengajar tidak selaras dengan kebutuhan dan keinginan pelajar dibawa ke
situasi. Ini tidak berarti bahwa pelajar itu "berhasil," atau bahwa fasilitator
adalah "tidak efektif." Sebaliknya, itu menunjukkan bahwa keberhasilan dan
efektivitas adalah istilah relatif yang bergantung pada komunikasi yang jelas dari
kebutuhan dan harapan di antara semua pihak yang terlibat dalam transaksi
belajar-mengajar.

Konteks Sosial untuk Self-Direction di Belajar

Elemen terakhir dari model PRO diwakili oleh lingkaran meliputi unsur-unsur
lainnya.
Salah satu kritik yang paling sering pengarahan diri sendiri dalam belajar telah
menjadi penekanan yang berlebihan pada individu, yang biasanya disertai
kegagalan untuk mempertimbangkan konteks sosial di mana pembelajaran
berlangsung.
Dalam model PRO, pelajar individu, pada kenyataannya, pusat ide pengarahan
diri sendiri. Namun, kegiatan belajar tersebut tidak dapat dipisahkan dari konteks
sosial di mana mereka terjadi.
dalam pembelajaran orang dewasa, konteks sosial menyediakan arena di
mana aktivitas pengarahan diri sendiri dimainkan.
Agar kita untuk benar-benar memahami fenomena self-arah dalam
pembelajaran orang dewasa, itu akan sangat penting untuk mengenali dan
menangani antarmuka antara dimensi-dimensi individual dan sosial.