TEORI BELAJAR

(LEARNING THEORY)
(4 jam+ 4 Jam)

Nuryani Y. Rustaman
FPMIPA dan SPs UPI
nuryanirustaman@upi.edu
 Garis Besar Penyajian
1. The Importance of LearningTheory
2. Behavioral Family

3. Social Learning Theory

4. Cognitive Family

5. Constructivist Family

+ Peta Konsep, Peta Pikiran, Bagan Konsep

Dahar, R.W. (1996). Teori-teori Belajar. Jakarta: Penerbit Erlangga.
Bandura, A. (1977). Social Learning Theory. …
Piaget & Inhelder. (19..). The Growth of Logical . . .
Piaget, J. (19..). The Development of Moral Judgment.

+ Peta Konsep & Peta Pikiran

+ Bagan Konsep
 PENTINGNYA TEORI BELAJAR

 Untuk menjadi manusia, manusia harus belajar.

 Belajar dapat terjadi dengan berbagai cara.
 Hanya manusia yang memikirkan dan
menurunkan teori tentang bagaimana belajar
 Teori belajar menjelaskan bagaimana belajar
terjadi.
 Kini manusia kebanjiran informasi, perlu memilih.
 Pemilihan Teori Belajar bergantung tujuan.
 PEMILIHAN TEORI BELAJAR

BERGANTUNG TUJUAN:
 Perubahan perilaku

 Pembekalan keterampilan

 Pemahaman/penguasaan Konsep

 Perubahan konsepsi

 Mengkonstruk pengetahuan
 PERUBAHAN PERILAKU
 Classical Conditioning (Ivan Pavlov)
Keadaan netral menjadi Conditioning karena
dipasangkan berulang kali  tidak netral lagi
 Thorndike’s Law of Effect
Respons perilaku yang disenangi/nyaman cenderung
akan diulangi, perilaku yang tidak menyenangkan/
nyaman cenderung akan dihindari.
 Operant Conditioning (B F Skinner)
Reward & punishment, reinforcement (+, -),
kesegeraan, konsekuensi
 PEMBEKALAN KETERAMPILAN

 Observational Learning
 Vicarius Learning

 Social Learning Theory

(Albert Bandura, 1977; 1997)

 Teori Bandura dan Gagne menampilkan

irisan antara Behaviorist and Cognitivist

Gagne’s Condition of Learning
Social Learning Theory
Observational Learning & Vicarius Learning

(Bobo doll)

 Agresivitas setelah menonton lebih

“heboh” dari apa yang dilihatnya.
 Kekerasan dilakukan oleh subyek setelah
melihat contoh/model.
 Sekali terbentuk perilaku agresif, semua
yang ada di sekelilingnya akan digunakan
(setelah diingat-ingat) untuk bertindak.
Observational Learning
 Model (pemodelan)

Fase Fase Fase Ter-

Attensi Retensi Reproduksi motivasi
1. The Importance of a LearningTheory
2. Behavioral Family
3. Social Learning Theory
4. Cognitive Family
5. Constructivist Family
 PERUBAHAN KONSEPSI

Cognitive & Constructivist

 Bruner

 Ausubel

 Piaget

 Vygotsky

.
 4. Cognitive Family
Bruner, Ausubel, Gagne, Piaget
 BRUNER’s Theory about
MODES of REPRESENTATION
ENACTIVE
 Roll over, walk, jump, sit up etc.
 Dominant in early years of age
 Young person learn to dance, to play musical
instrument quicker and better than older person
ICONIC
 Iconic representation normally becomes dominant
during the next stage of childhood years.
 MODES OF REPRESENTATION (2)

ICONIC
 Children learn to understand what pictures and
diagrams are and how to do arithmetic using numbers
and without counting objects.
SYMBOLIC
 Later – usually around adolescence - the symbolic
mode of learning becomes most dominant.
 Students can understand and work with concepts that
are abstract.
Examples:

 Arabic number  symbolic, system

 Rome number  iconic
Way of thinking in Arabic number (system)
is higher than Rome number (no-system).

Insect: Symbol, abstract with concrete

object as examples
Principles of Instruction s(1)-(2)-(3)
1. Readiness
Instruction must be concerned with the experiences
and contexts that make the student willing and able
to learn (readiness).
2 Spiral organization
Instruction must be structured so that it can be
easily grasped by the student.
3. Going beyond the information given
Instruction should be designed to facilitate
extrapolation and or fill in the gaps
BRUNER:
Four Educational Themes

1. The Structure of Knowledge

2. Readiness
3. Intuition/Insight
4. Motivation
AUSUBEL & NOVAK
MEANINGFUL (VERBAL) LEARNING
 Relating new information with
concepts in our cognitive structure
(Subsumption)
 Learning means modifying or
developing subsumptions
 Advance Organizer (AO)
 SUBSUMPTION
A + a1 A’a1’ + a2 A’’a1’ a2’

A’’ A’’a2’

 Cognitive structures represent the residue of

all learning experiences; forgetting occurs
because certain details get integrated and
lose their individual identity.
 Advance Organizer (AO)
 These organizers are introduced in
advance of learning itself
 Advance organizers are different from
overviews and summaries
 Organizers act as a subsuming bridge
between new learning material and
existing related ideas.
Continuum of Learning
Scientific
 Meaningful research
learning

Most
routine
School research
laboratory
work

Multiplication
 Rote learning table
Reception Guided Discovery
discovery learning
learning learning
Peta Konsep tentang
makna peta konsep
Case Study in Biology
Biotechnology Microbe Genetics
At Teachers at teachers
college college

Bio-
technology

Biotechnology Biotechnology
at senior At junior
highschool highschool

Experiment
Experiment &
Role Multimedia
based
Playing discussion
Value approach
& critical thinking
GAGNE’S Phases, Types, Hierarchy and
CONDITIONs of Learning

1. PHASES OF A LEARNING SEQUENCE

2. TYPES OF LEARNING
3. HIERARCHY OF LEARNING
4. CONDITIONS OF LEARNING
1. THE PHASES OF
A LEARNING SEQUENCE

0. Motivation phase
1st. Apprehending phase: aware
2nd. Acquisition phase: mastery
3rd. Storage phase: retention
4th. Retrieval phase: recall
2. TYPES of LEARNING
 PROBLEM SOLVING
 RULE LEARNING (ability to respond to an entire set of
situation/stimuli)
 Concept learning (recognize common properties of
concrete objects/events & responding them as a class)
Generalization (multiple discrimination learning)
 Discrimination learning (recognize various physical &
conceptual objects)
 Verbal association (chaining verbal stimuli)
 Chaining (sequential connection, nonverbal)
 S-R learning (voluntary & physical)
 Signal learning (repetition, involuntary & emotional
response)
3. LEARNING HIERARCHY
 Related to types of learning
 Constructing a learning hierarchy is
more than merely listing the steps in
learning the rule or solving the problem
 Important to distinguish characteristic of
a learning hierarchy  conditions of
learning
4. FIVE STEPS OF REAL-WORLD
PROBLEM SOLVING
1. Presentation of the problem in a general form;
2. Restatement of the problem into an operational
definition;
3. Formulation of alternative hypotheses &
procedures appropriate to the problem;
4. Testing hypotheses & carrying out procedures to
obtain a solution or a set of alternative solutions;
5. Deciding most appropriate possible solution or
verifying that a single solution is correct.
 GAGNE’S: Conditions of learning
No Internal Mental Process Instructional Event

1 Stimuli activates receptors Gain attention

2 Creates level of expectation for Inform learners of objectives

learning

3 Retrieval and activation of short- Stimulate recall of prior learning

term memory

4 Selective perception of content Present the content

5 Semantic encoding for storage long- Provide "learning guidance"

term memory

6 Responds to questions to enhance Elicit performance (practice)

encoding and verification

7 Reinforcement and assessment of Provide feedback

correct performance

8 Retrieval and reinforcement of Assess performance

content as final evaluation

9 Retrieval and generalization of Enhance retention and transfer

learned skill to new situation to the job
CONSTRUCTIVISM AND
CONCEPTUAL CHANGE

Ari Widodo & Nuryani Rustaman

 Constructivist Views of
Knowledge

1. Knowledge is human construction

2. Knowledge is socially constructed
3. Knowledge is tentative

Instrument for Assessing Prior Knowledge

 Certainty Response Index (CRI)
 Multiple choice  two tier test;, three tier test;
four tier test
 Constructivist views of
Learning and Teaching
1. Learners have developed pre-conceptions
2. Learning is an active process of constructing new
knowledge based on the existing knowledge
3. Learning is a change in the learners’ conceptions
4. The process of knowledge construction is
embedded within a particular social context
5. Learners are purposive and ultimately
responsible for their own learning
5. Constructivist Family
 conceptual change
 Knowledge Construction Process

Prior knowledge New knowledge

Teaching sequences Cognitive processes
(by teachers) (by students)

Retrieve
and
Introduction activate
1 prior
know-
ledge

Use prior
Explor ing students’ know ledge
2 p pre-conceptions to make
sense of new
inf ormation

Develop
Restruc turing the prior
3 students’ pre- knowledge
conceptions

Try out
the new
Applying know-
4 the new ledge
concepts

Compare
new & old
Reviewing &
5 evaluating the know-
new conceptions ledge,
evaluate
new
knowledg
 12 Pendahuluan 22 Eksplorasi

2 Eksplorasi 32 Restrukturisasi
1 Pendahuluan

5 Review 3 Restrukturisasi

4 Aplikasi
Requirement for conceptual
change

 Dissatisfaction (ketidakpuasan)
 Intelligible (
 Plausible (
 Fruitful (

Social and emotional aspects also need to

be considered
CONSTRUCTIVIST FAMILY

 JEAN PIAGET: Individual development

Adaptasi (asimilasi, akomodasi); ekuilibrasi,
intellectual development, moral development
 VYGOTSKY: Social/ Group interaction
MKO, ZPD, scaffolding
 Piaget’s Background

 Jean Piaget (1896-1980) was a biologist who

originally studied molluscs
 He moved into the study of the development of
children's understanding
 Many of his studies were based on his
observation on his children Jacqueline,
Lucienne, and Laurent
 Vygotsky’s Background

 Lev Semionovich Vygotsky was born at

Orsha, a small town in Belarus, on 17
November 1896.
 After attending the gymnasium at
Gomel, he began his university studies
in law, philosophy and history at
Moscow in 1912.
 Piaget and Vygotsky
 They were born in the same year,.
 None of them received any formal training in
psychology
 Piaget was attracted by biology, while Vygotsky more
interested in language and art
 Piaget placed the emphasis on structural aspects
and on the essentially universal laws of development,
whereas Vygotsky stressed the contribution of
culture, social interaction and the historical dimension
of mental development.
Social and Development (1)
 Social interaction plays a fundamental
role in the process of cognitive
development.
 In contrast to Jean Piaget’s
understanding of child development (in
which develop-ment necessarily precedes
learning), Vygotsky suggests social
learning precedes development.
 The ROLES of MKO

 The More Knowledgeable Other (MKO).

 The MKO refers to anyone who has a better
understanding or a higher ability level than the
learner, with respect to a particular task,
process, or concept.
 The MKO is normally thought of as being a
teacher, coach, or older adult, but the MKO
could also be peers, a younger person, or even
computers.
 Vygotsky’s ZPD

 The Zone of Proximal Development (ZPD).

 The ZPD is the distance between a student’s
ability to perform a task under adult guidance
and/or with peer collaboration and the
student’s ability solving the problem
independently.
 According to Vygotsky, learning occurred in this
zone (ZPD).
 Five Features of Scaffolding:
1. Intentionality: The task has a clear overall purpose driving any
separate activity that may contribute to the whole.
2. Appropriateness: Instructional tasks pose problems that can
be solved with help but which students could not successfully
complete on their own.
3. Structure: Modeling and questioning activities are structured
around a model of appropriate approaches to the task and lead
to a natural sequence of thought and language.
4. Collaboration: The teacher’s response to student work recasts
and expands upon the students’ efforts without rejecting what
they have accomplished on their own. The teacher’s primary
role is collaborative rather than evaluative.
5. Internalization: External scaffolding for the activity is gradually
withdrawn as the patterns are internalized by the students.
THANK YOU