Learning Theory of Cognitive Psychology

I. The basic principles of cognitive psychology

Cognitive psychology

Cognitive psychology is the study of scientific study of mental processes or thoughts. How the information obtained, presented and ditransfermasikan as knowledge. Cognitive psychology is also called the psychology of information processing.

Person's behavior based on the action to know / think of a situation where the behavior occurred.

The basic principles of cognitive psychology

* Active Learning
* Learning through social interaction
* Learning through experience alone

The theory developed in cognitive psychology marked the birth of Gestalt theory (Mex Weitheimer) which states that the experience is structured to form a whole.

There are 2 mandatory law in Gestalt theory:

- Pragnaz (clarity)

- Closure (totality)

Important concept in this theory INSIGHT, namely: pengmatan or sudden understanding of the relationship between the parts in a problem situation.

A. Theory of Cognitive-Field Study of the Lewin

Based on the Gestalt theory, Lewin developed a theory of learning based on the Life Space (the psychological world of the individual's life). Each - each individual in the field of psychological forces, the field is called Life Space is composed of two elements of the personality and social psychology.

He states that learning behavior is an attempt to reorganize / restruktur (from the contents of the soul). Behavior is the result of the interaction between both the strength of the (goals, needs, stress, etc.) and outside (the challenges, problems).

B. Cognitive Development (Jean Piaget)

In theory, he considers that the process of thinking as the activity of gradual intellectual function from concrete to abstract. He used the term scheme: patterns of behavior that can be repeated. Relating to:

* Reflex nature (breathing, eating, drinking)

* Scheme of mental (behavioral patterns observed hard, and that can be observed)

According to Piaget's cognitive development of individuals that includes four levels, namely:

(1) sensory motor;

(2) pre operation;

(3) concrete operational and

(4) formal operational

Include individual cognitive development according to Piaget's four stages, namely:

a. Maturity

b. Physical experience / environment

c. Social transmission

d. Equilibrium / self regulation

According to Piaget's intelligence consists of three aspects, namely:

-structure (scheme): patterns of behavior that can be repeated

-content (content): the pattern of specific behavior (when facing the problem)

-function (function): berhunbungan a way to achieve one's intellectual progress.

C. Learning According to JA Brunner (Discovery Learning)

Brunner's theory states that children should actively participate in learning in the classroom. The purpose of the Discovery Learning is a method to organize the presentation of the students that the way in which children can learn the material, in accordance with the child's ability level.

The act of discovery of Burner:

1. The existence of a potential increase in intellectual
2. Emphasized intrinsic rewards than extrinsic
3. Students who learned how to find the meaning that students master the methods of discovery learning
4. Students prefer to remember information

In addition to these three characters Ausubel also influential in cognitive psychology. He expressed ekspository teaching theory, which can be organized or presented in a well in order to generate understanding and good reviews are the same as discovery learning.

D. Implications of cognitive development theory

Implications of Piaget's theory of cognitive development in learning are:

1. Language and different ways of thinking children with adults. Therefore teachers
teaching by using appropriate language with the way children think.
2. The children will learn better if it can properly deal with the environment.
Teachers must help children to interact with the environment as well as possible.
3. Materials to learn new child, but should feel familiar.
4. Provide opportunities for children to learn appropriate stage of development.
5. In the classroom, the children should be given the opportunity to talk to each other and discussion
with friends.

The application of cognitive theory of learning depends on the accommodation. Students should be given to an unknown area that he can learn, because he can not learn from what has been known saja.dengan a new area, students will have to be able to accommodate business.

II. The role of educators and learners

The role of educators and learners

- Teacher as a demonstrator
- The teacher as a mediator and facilitator
- Teachers as evaluators
Teachers in general act as:

Teachers, class leaders, counselors, environmental regulation, partissipan, ekspeditor, planners, suvervisor, motivator, pen, evaluators and counselors.

In addition to the role that has been mentioned above, it is necessary and important that is owned by the educators of educators need to know about the psychological learners. Suryabrata: 2004)

Learner role

pebelajar independent study as a subject position, in control, or decision makers for their own learning initiatives.


III. Learning Approach and Methods

A. Learning Approach

Many learning approaches that can be used by teachers to their students learn unttuk field of study or subject matter they are tekuni, from the most classical to the most modern. Among them:

1). Jost Law Approach

According to Reber (1988), one of the key assumptions underlying the Law of Jost (Jost's Law) is a more frequent student practice and lesson materials will be easier to call back the old memories associated with the material he's been a commitment. Furthermore, based on the assumption that the law Jost learn tips 5 x 3 is better than 3 x 5, although the second product is the same trick.

2). Approach Ballard & Clanchy

According to Ballard & Clanchy (1990), students learn pedekatan generally influenced by the attitude toward science (attitude to knowledge). There are two kinds of students in dealing with science, namely: 1) attitudes to preserve what already exists (Conserving); and 2) the attitude of extending (extending).

3). Approach Biggs

According to research results Biggs (1991), students' learning approaches can dikelempokkan into three prototype (basic form).

1) Approach surface (surface / is outer)
2) Pedekatan deep (deep)
3) achieving approach (high achievement).


B. Learning Method

Method etymologically means "way". In common usage, the method is defined as a way to do an activity or how to do the job by using the facts and concepts systematically. In the world of psychology, a systematic method of means procedure (sequential procedure) is used to investigate the phenomenon diguanakan or psychiatric symptoms such as clinical methods, experimental methods, and so on.

Furthermore, the definition of learning methods is the way that contains the standard procedure for carrying out learning activities, especially activities presenting lesson material.

Variety and amount of actual learning methods, and many can hardly be counted on the fingers, starting from the most traditional to the most modern.

The following authors present a learning method for studying the text (discourse), especially those contained in books, scientific articles and research reports. Tips that are specifically designed to understand the contents of the text is called SQ3R, developed by Francis P. Robinson at Ohio State University United States. This method is practical and can be diaplikaikan in various learning approaches.

SQ3R stands for the principle steps include studying the text:

1. Survey, meant to check or examine or identify all of the text. In a survey of teachers' activities to help encourage students to examine, or examine the whole structure secaa brief text. Tujuannyaaga students knew the length of text, section headings (heading) and the title of subsection (a sub-heading), the terms and keywords, and so on.

2. Question, is menyususn list of questions relevant to the text. In this role the teacher is expected to provide guidance or examples to the students to feed the questions clear, concise and relevant to the text passages that have marked the first step.

3. Read, read text that is actively to seek jawabatas petanyaan-structured questions that have been. In this case also means that reading is active reading focused on the paragraph, which is estimated to contain a paragraph answers the estimated relevant to these questions.

4. Recite, memorize every answer has been found. In this activity the teacher asked his students to list the answers to questions that have been made without opening notes of the answers.

5. Review, review all the answers to questions that composed the second and third rare.


IV. Learning Materials and Resources

A. Learning Materials

Learning materials (Instructional materials) is the material required for the formation of knowledge, skills, and attitudes that students must master in order to meet the competency standards set.

Learning materials occupy a very important position of the whole curriculum, which must be prepared for the implementation of learning can achieve the target

The material chosen for the learning activities material should really support the achievement of standards and basic competencies.



Types of Learning Materials

Material fact is anything that bewujud reality and truth, including the names of objects, historical events, symbols, place names, names of people, a part or component of an object, and so on

Example:

Mata Pelajaran Sejarah: Events around the proclamation of August 17, 1945 and the establishment of Indonesian rule.

Concept is any material tangible new insights that can arise as a result of thought, including the definition, understanding, originality, substance, core / content and so on.

Example:

Mata Pelajaran Biologi: tropical rain forest in Indonesia as a source of germplasm, conservation efforts in Indonesia keanekargaman biodiversity in-situ and ex-situ., Etc..

Matter of principle are the main things, the subject, and have the most important positions, including theorem, formula, adage, postulates, paradigm, theorems, and relationships between concepts that describe the causal implications.

Example:

Mata Pelajaran Physics: Newton's laws of motion, Newton's 1st Law, 2nd Law of Newton, Newton's 3rd Law, static friction and kinetic friction, and so on.

Materials Procedure steps include systematically or sequentially in doing an activity and the chronology of a system.

Example:

Mata Pelajaran TIK: Step-by-step Internet Access, tricks and strategies for using Web Browser and Search Engine,

Attitude or value of materials is the affective aspects of learning outcomes, such as the value of honesty, affection, mutual help, enthusiasm and interest in learning and work, and so on.

Example:

Mata Pelajaran Geografi: Utilization of natural resources based on the principle ekoefisiensi, utilization of natural resources and sustainable development, etc..

Mata Pelajaran Sociology: Social interaction and social dynamics, socialization and personality formation.

B. Source Learning

AECT describe the learning resources include: messages, people, materials, tools, techniques and environments. The components of learning resources used in teaching and learning activities can be distinguished by the way that can be seen from the existence of a planned learning resource and exploited.

Source material includes learning is also a game to provide information and skills to students and teachers (Sudono, 2000:7).

Hamalik (1994:195), states that learning resources are all resources that can be used by students, either individually or together with other students, to facilitate learning.

Mudhofir (1992:13) states that the study included a variety of sources of information, data science, human ideas, whether in the form of printed materials (such as books, brochures, pamphlets, magazines, etc.) or non-print form (eg film, filmstrip, cassette, videocassette, etc.).

From the above two opinions can be concluded that the source of learning is anything that can be utilized both teachers and students in learning subject matter, making it easier for students to understand the lesson material.

A. Kinds of Learning Resources

AECT describe the learning resources include: messages, people, materials, tools, techniques and environments. The components of learning resources used in teaching and learning activities can be divided into two, namely learning resources planned and deliberate learning resources exploited. This second explanation is as follows:

1) By studying a deliberately planned (by design) are all learning resources that have been developed specifically as a component of instructional system to provide facilities-directed learning and formal.

2) By learning because exploited (by utilization) is a source of learning that are not specifically designed for learning purposes but can be found, applied, and used for the purposes of learning (AECT Task Force, 1986:9).

Based on the above description, it can be seen that the source of learning is one component of an instructional system that can be: the message, people, materials, equipment, techniques and background (environment). Learning resource can be explained as follows:

1) message, is the lesson / information transmitted by other components in the form of ideas, facts, meanings, and the data.

2) The person, human implies that acts as storage, processing, and the presenters messages. Not including those who run funsgi development and management of learning resources.

3) 3. Material, is something (can also be called programs or software) that contains a message for display through the use of tools or by itself.

4) Tools, is something (usually also called hardware) that is used to convey messages stored in the material.

5) technique, associated with routine procedures or reference prepared to use materials, equipment, people, and the environment to deliver the message.

6) Environment, is a situation about which message was received (Mudhoffir, 1992:1-2).
Semiawan (1992:96) states that in fact we often forget about teaching and learning resources contained in our environment, both in the vicinity of the school or outside the school environment. No matter how small or remote, a school, at least have four types of learning resources are very rich and useful, namely:

1) The village community or town around the school.
2) physical environment around the school.
3) The material remaining unused and discarded junk that can cause environmental pollution, but if we were able to serve as a source of learning and teaching tool.
4) natural events and the events that occurred in the community attracted enough students. There are events that may not be certain to happen again. Do not miss the event with no books or notes on the minds of students.

In general, learning resources can be:

1) Printed Goods, such as curriculum, textbooks, newspapers, magazines, and others.
2) The place, such as: schools, libraries, museums, etc.
3) Resource person / people, such as: teachers, community leaders, instructors, and others.

The types of learning resources that interact with each other in the teaching-learning process in order to achieve learning goals. Thus, students learning results are essentially the interaction between the components of an instructional system with a participant-learners.

B. Objectives and Functions Learning Resources

The use of learning resources aims to:

1) Increase knowledge of students' knowledge of subject matter presented teachers,
2) Prevent verbalistis for students,
3) Encourage students to the real world,
4) Developing teaching-learning process interesting, and
5) Develop divergent thinking in students (Semiawan, 1992:97)

Utilization of learning resources will surely broaden students' knowledge. Through a source of learning, students' understanding of a subject matter will increase. This will prevent verbalistis well for students. With the use of learning resources so students not only learn the lesson material in the form of words alone, but in a comprehensive manner will know the substance of the material studied.

Source study also aims to bring students into the real world. In a sense, students not only in the shadows of a material but the source of learning, students are faced directly into the real world, a situation directly related to the lesson material.

Utilization of learning resources also aims to develop teaching-learning process interesting. In a sense, through the utilization of learning resources is certainly the teaching-learning process more active and interactive. Interesting things can be found when teachers take advantage of learning resources is a lot of the interaction, ie between students with students, students with teachers, students with students and teachers.

Divergent thinking is a thinking activity in which students can provide an alternative answer to the permasahalan discussed. Through the utilization of learning resources students are expected to be able to think divergent.

The learning resource function as:

1) the means to develop memproseskan skills acquisition,
2) strengthen the relationship between the students with the environment,
3) develop students' experience and knowledge,
4) make the teaching-learning process more meaningful (Semiawan, 1992:100).

Skills acquisition process refers to something that can be obtained when teachers use learning resources. Therefore, the function of learning resources as a means to develop skills related to memproseskan acquisition activity in the use of teacher learning resources. In a sense, when teachers learn to utilize resources are certainly there must be something that can be obtained by the students.

Other learning resources function is to strengthen students' relationship with the environment. This is related to the utilization of learning resources committed teachers. The more teachers learn to utilize resources from the surrounding environment, the students closer to their environment.

Experience and knowledge will students learn subject matter which is of great importance. Therefore, the existence of a source of learning works to develop experience and knowledge of students. Through the utilization of learning resources, the experience and knowledge students will be more developed.

Function learning resources that make teaching-learning process more meaningful, related to the activities of teachers in learning memanfatakan sources. Through the use of appropriate learning resources, so teachers can make the teaching-learning process more meaningful. That is, teachers are able to manage the teaching-learning process centered on the students, not teaching-learning process centered on the teacher.