Oleh :
M. NAFI’UL ABIDIN, S.Pd.
CHAPTER I
PRELIMINARY
A. Background
B. Problem Formulation
C. Purpose of Writing
CHAPTER II
DISCUSSION
A. Human Memory
Adult humans have more than 100 billion neurons, which are related to each other
specifically and intricately so that it is possible to remember, see, learn, think, awareness and
others (Schatz 1992). The structure of the brain is formed according to a program that is
biologically stored in DNA, and the organ is only working after the completion of all these complex
arrangements.
At the time of birth, almost all the neurons that must be possessed already exist, but the
weight of the brain is only ¼ of the adult brain. . The brain becomes larger because of the
enlargement of the neuron, the increase in the number of axons and dendrites according to the
development of relationships between each other. To perfect the development, young children
must be stimulated through touch, speech (speech) and images (vitality). (Bloom 1988, Schatz
1992) (library.usu.ac.id)
According to Lashley's many areas and structures in the brain as the cerebral cortex also
plays a role in learning and remembering. Memory also seems to be distributed excessively in
the cortex area.
B. Information / Knowledge
Knowledge is everything that is known to humans. This something can be in the form of
theoretical or practical information. In a constructivist approach, knowledge is not a collection of
facts from a reality that is being studied, but rather as a person's cognitive construction of objects,
experiences, and environments. Knowledge is not something that already exists and is available
and while others just accept it. Knowledge is a continuous formation by someone who at any time
experiences reorganization because of new understandings.
Knowledge is not an item that can be moved from the mind of someone who has
knowledge to the minds of other people who do not have that knowledge. If the teacher intends
to transfer concepts, ideas, and knowledge about something to students, the transfer will be
interpreted and constructed by the students themselves through their own experience and
knowledge, whereas in the view of kokonstruktivistik learning theory, the knowledge someone
has comes from social sources that there is outside of him. To construct knowledge, an active
role is needed from that person. Knowledge and ability do not come by themselves, but must be
cultivated and influenced by others.
C. Organizing
Organizing is a process, a way, an action to organize that is regulating and arranging parts
(people and so on) so that all of them become a regular unity. (https://kbbi.web.id accessed June
20 2018). The strategy of organizing learning content is referred to by Reigeluth, Bunderson, and
Merrill (1977) as structural strategy, which refers to ways to sequence and synthesize. facts,
concepts, procedures, or related principles.
Sequencing refers to making the order in which the contents of the field of study and
synthesizing refer to the effort to show the learner the interrelationships between the contents of
the field of study. Organizing learning specifically, is a very important phase in learning design.
Synthesizing will make the topics in a field of study more meaningful for the learner (Ausubel,
1968), namely by showing how those topics relate to the overall contents of the field of study.
Sequencing or sequence arrangement is very necessary in making synthesis.
CHAPTER III
CONCLUSION
From the discussion of the above papers, we can conclude that Organizing knowledge in
memory is very important as an indicator of the success of the learning process. According to Von
Galserfeld (in Paul, S., 1996) suggests that there are several abilities needed in the process of
constructing knowledge, namely;
ability to compare and make decisions about similarities and differences, and
The factors that also influence the process of constructing knowledge are the construction
of one's existing knowledge, the domain of experience, and the network of cognitive structures it
has. The process and the results of the construction of knowledge that has been possessed by a
person will be a limitation of the impending construction of knowledge. Experience of new
phenomena becomes an important element in shaping and developing knowledge. Limitations of
one's experience on a matter will also limit his knowledge of it. Knowledge that has been owned
by the person will form a network of cognitive structures in him
the way people think (Anderson, 1980). The difference between learning theory and processing
theory information is on the degree of emphasis on learning questions.