Thorough study (mastery learning)

Thorough study (mastery learning) is a philosophy of learning based on the presumption that all students can learn if given enough time and adequate learning opportunities. In addition, held that students can achieve mastery of the material when akan standard curriculum formulated and clearly stated, with appropriate assessments to measure student progress in a material, and learning takes place in accordance with the curriculum. In a method to study thoroughly, students do not move to the next goal when he learned not show proficiency in the material before.
Thorough study based on several premises, including:
All individuals can learn

How people learn and the speed with which different
In conditions of adequate study, the impact of individual differences in almost no
Learn the error is not corrected to be the main source of difficulty in learning.
Thoroughly study the curriculum usually consists of several different topics that learned by the students at the same time. Students who do not complete a given topic with the additional learning until they succeed. Students who master the topic more quickly akan The activities involved in until all the students in the class can move on to other topics together. In the learning environment thoroughly, teachers make a variety of learning techniques, with the provision of feedback to the many and specific diagnostic tests to use, formative tests, and corecction errors during learning. The test used in this method is based on the reference test criteria and not on the reference norm.

Thorough study not related to the content of the topic, but only with the process penguasaannya. It is based on the model created by Benjamin S. Bloom, with completion by James H. Block. Thorough study can be done through learning by class teachers, one at a tutorial, or self-study using the materials terprogram. Learning can be done using a teacher directly, in cooperation with classmates, or their own learning. The required goal of arrange and well-organized units into smaller units in order.
Two problems that often appear in the implementation of the complete study:
First, grouping and setting the schedule could create difficulty. Teachers often find it more easy to ask students to study in the speed and still complete the task in time than when there is a large variation in activity in a classroom.
Second, because students need time to slow more in the minimum standards, students will be forced to fast forward to wait for a higher level.
Problems rather than can not be addressed because it can set the attention of the individual, set a high standard but can be achieved, and provide additional material for students who learn quickly.