Education which refers to the frame of thinking causes learning process emphasizes mostly on intellectual and rational development. Consequently, most of attempts and models are developed to achieve intellectual quotient development. However, the fact shows that the gap between intellectual and emotional development bring abaut various negative behaviors which indicates the lack of personal development.
In education world it is recognized the tree domains namely psychomotor, cognitive, and affective domain. Psychomotor domain is mainly developed in the skill training, cognitive domain is emphasized in transferring knowledge, and affective domain is stressed in educating behavior and values.
In learning process, a teacher should not only transfer the knowledge, but a teacher should also insert inter-personal and social values and train the students skills. As a result, an evaluation should include all domains in order it may reveal the student capabilities in a whole. It means that in evaluating a student a techer ought to appraise student's knowledge (cognitive), behavior (affective), and handlness (psychomotor). It will be appropriate if in every learning process teacher applies what we call “meaningful learning' which covers all of the three domains. A. Learning process is effective if the teacher highlights students moral and personality building.
The focus of meaningful learning is the accomplishment of cognitive, psychomotor and affective domain in a learning process wholly and altogether. In contextual learning, a teacher has to correlate teaching material with student real world and push the student to correlate their knowledge and its application in their daily life. By this it is hoped that student know that what they have learned are meaningful, they appreciate the advantage of learning, how to achieve it, and how to apply it in daily social life. There are several models of meaningful learning :
Consideration Model
This affective model of learning aims to handle egoistic student. By this models student are imposed to be more concerned and care with other people. Step to apply this models are:(1) put the student in the considering situation, (2) ask student to analyze the situation to find out hidden signal of others feelings, interest and needs, (3) ask the student to write thir responses, (4) oblige the students to analyze other student responses, (5) invite the students to perceive some consequences of each deeds, (6) ask the student to determine their own choices.
Rational Construction Model
This Model intends to improve way of thinking maturity of values. The stages are: (1) identifying a condition with imbalanced and disharmonious behavior, (2) collecting more information, (3) analyzing the condition by noticing the norms and principles, (4) trying to find out alternatives by considering the impacs, (5) taking decision by noticing principles and other legal constitutionfollowed by the society.
Values Clarification
Values clarification may help students to master life skills in order they are aware of the values, to emerge and reflect them, and to have ability to evaluate. The phases are: (1) students choose the action independently and every time they choose they have to consider the effects, (2) students respect their choices and reinforces what they have chosen, (3) students do some actions which have correlation with their choices and redo them in other occasions.
Moral Cognitive Development
This model is intended to assist the students to increase their abilities to think abaut moral values cognitively. The step are: (1) set the student in a situation with dilemmatic moral problem, (2) ask the students to do an action with certain moral value, (3) oblige the students to discuss and to analyze the its plus and minus, (4) force the students to uncover better actions, (5) drive the students to practice it in other chances.
Nondirective Model
This model is used to assist students in actualizing themselves. The step are: (1) teacher settles a permissive and conducive circumstance, (2) teacher gives chances to students to ekpress their feelings, ideas, and problems they have, and teacher listen and clarifies them, (3) students discuss the problem and teacher supports them, (4) students plan and decide, teacher gives clarification, (5) teacher helps student to improve their positive activities.
It can be concluded that students negative behavior can be anticipated by implementing meaningful learning model. The focus of meaningful learning is accomplishment of cognitive, psychomotor, and affective domain wholly, completely, and inseparably. In meaningful learning a teacher may apply and combine some learning models. During the learning process a teacher has to pay attention to his/her doings in order it may give good eamples to the students, create a religious atmosphere, restrict the students space to perform unpleasant behavior and give a bigger chance to act good deeds such as encouraging students to join ektracurricular activities like sport, academic programs, and other skills development.
