Identifying the Dimensions and Components of Education based on Reverse Learning in the Elementary School

Purpose: The learning style of students is one of the important factors that help teachers prepare the conditions for students to learn. As a result, the purpose of this research was to identifying the dimensions and components of education based on reverse learning in the elementary school. Methodology: This study in terms of purpose was applied and in terms of implementation method was descriptive from type of qualitative. The research population was experts in the fields of elementary education, curriculum planning and educational management. The sampling was done with purposive and snowball sampling methods and continued until the research reached theoretical saturation, i.e. 19 people. The research tool was a semi-structured interview with experts, which whose validity was confirmed by the triangulation method and its reliability was calculated by the agreement coefficient between two coders at 0.88, and the analysis data obtained from its implementation was conducted by thematic analysis method in MAXQDA-12 software. Findings: The findings indicated that education based on reverse learning in the elementary school has 45 indicators, 9 components and 3 dimensions of input (with 3 components of equipment, learner and teacher), teaching and learning process (with 3 components of learner preparation, teacher preparation, activities learning and interaction) and output (with 2 components implicit results and objective results). Finally, according to the identified dimensions and components, a pattern of education based on reverse learning in the elementary school was designed. Conclusion: The results of this study indicated that in order to improve the education based on reverse learning, should be given special attention to the identified dimensions and components for it and should be provided the background for their improvement and promotion.