Unintended Learning: How to Maximize It for the Benefit of Students Learning Rusyda Mutanaffisah (a*), Ari Widodo (b), Nuryani Rustaman (b)
a) Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
b) Departemen Pendidikan Biologi, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
Abstract
In every learning process, students bring different prior knowledge that they had experienced before. This may cause any kind of learning outcome that is different from what the teacher had planned--which, in this article, is called unintended learning. Unintended learning is often linked to the negative impact to the students, such as misconception. However, from previous study analyzed, it was found that there is no article nor research which comprehensively focus on unintended learning available so far. Some topics have been searched--by using some related keyword--in academic search engine such as ERIC and Google Scholar, as well as in some academic journal publishing website, from the last five years, but these resulted in no complete result. Therefore, for this review, some academic articles which discuss the specific topic about unintended learning have been chosen and studied. About fifteen scientific articles from academic journals had been used, and from those articles it can be concluded that unintended learning has not only negative impact, but also positive impact. This includes, for example, students establishment of knowledge, skill, and behavior change towards science subject. Furthermore, unintended learning can be identified not only by its internal but also by its external factors, such as teachers. This shows how important for teachers to identify unintended learning that his/her students experience. By presenting this review, teachers and educators are hoped to pay more attention in unintended learning process, so that they can optimize the learning outcome the students get from science learning processes.
