MAKALAH JURNAL

STRATEGI PEMBELAJARAN MATEMATIKA

Jurnal ini Disusun untuk memenuhi Tugas

Mata kuliah strategi pembelajaran matematika

Disusun oleh :
Sabila Zata Amani (22029042)

PENDIDIKAN MATEMATIKA
FAKULTAS MATEMATIKA DAN ILMU PENGETAHUAN ALAM
UNIVERSITAS NEGERI PADANG
2023
 JURNAL STRATEGI PEMBELAJARAN MATEMATIKA
Sabila Zata Amani1
1
Pendidikan Matematika Universitas Negeri Padang
1
sabilazata01@gmail.com

Abstrak
Abstrak Indonesia :
Pembelajaran yang mampu menjelaskan tentang teori belajar berdasarkan psikologi tingkah laku dalam
pembelajaran matematika menurut teori Ivan P. Pavlov, teori Albert Bandura, J. P Guilford dan Edward
L. Torndike. Selain itu menjelaskan teori belajar berdasarkan psikologi kognitif seperti teori Von
Glasserved dan teori Piaget
Kata kunci : teori belajar, psikologi tingkah laku, psikologi kognitif
Abstract
Abstract English
Learning that is able to explain learning theories based on behavioural psychology in mathematics
learning according to Ivan P. Pavlov's theory, Albert Bandura's theory, J. P Guilford and Edward L.
Torndike. In addition, explain learning theories based on cognitive psychology such as Von Glasserved's
theory and Piaget's theory.

Keyword : learning theory, behavioural psychology, cognitive psychology

1. What material has been studied?
A. The theory of learning based on behavioral
psychology according to the theory of Ivan p.
Pavlov
B. Learning theory based on behavioral
psychology according to albert bandura's theory
C. Learning theory based on behavioral
psychology according to j. P guilford’s theory
D. Learning theory based on behavioral
psychology according to edward l. Torndike’s
theory
E. Learning theory based on cognitive
psychology according to von glasserverd’s
theory
F. Learning theory based on cognitive
psychology according to piaget’s theory
2. Material that has been understood?
a. The theory of learning based on behavioral
psychology according to the theory of Ivan P.
Pavlov
Conditioned reflexes are learned
responses. Pavlov demonstrated through his
experiments that these responses are developed
when a neutral stimulus is consistently paired
with a stimulus that naturally triggers a
response.
An unconditioned reflex is a natural,
automatic response to a stimulus. In Pavlov's
experiments, the unconditioned reflex was the
dogs' salivation in response to the sight or smell
of food.
The classical conditioning process, as described
by Pavlov, involves pairing a neutral stimulus
with an unconditioned stimulus that naturally
triggers a response. Over time, the neutral between three parties, namely the environment,
stimulus alone can trigger the same response. behavior, and personal factor.
This was demonstrated in Pavlov's experiments c. Learning outcomes are visual and
with dogs, where the sound of a bell (neutral verbal behavioral codes manifested in daily
stimulus) was paired with the presentation of behavior.
food (unconditioned stimulus). Eventually, the Applying social learning in the learning
dogs began to salivate (response) just at the process means learning by utilizing the social
sound of the bell. environment as learning target, learning
resource, and learning too.
b. learning theory based on behavioral Bandura’s theory is based on three assumptions,
psychology according to Albert Bandura's namely:
theory
As an expert in the field of c. learning theory based on behavioral
psychological, he believes that in the learning psychology according to J. P Guilford’s theory
process, it cannot be separated from the moral
Guilford's theory talks about the
norms that apply in society. Based on this
structure of one's intelligence or intelligence
assumption, Albert Bandura’s learning theory is
which leads a lot to one's creativity. Intelligence
called social cognitive because the cognitive
is defined as a person's ability to answer through
process within each individual plays a role in
the present situation for all past events and
learning, and learning occurs due to the
anticipate the future. For this reason, intelligent
influence of the social environment. The process
behavior is needed, where this behavior is
of stages in social cognitive learning itself
characterized by creative, critical, dynamic and
includes:
motivated attitudes and changes.
1. Attentional phase
To improve the ability to think
2. Retention phase
creatively, it is necessary to increase self-
3. Reproduction phase
regulated learning. Self-regulated learning is the
4. Motivation phase
ability to participate in active metacognition,
This new naming of social cognitive theory
motivation, and behavior (behavior) in the
was done in the 1970s and 1980s. Bandura
learning process. Creative thinking is
developed his theory to address the ways in
characterized by the characteristics of thinking
which people have control over events in their
that are fluency, flexibility, originality,
lives through self-regulation of their thought and
elaboration, redefinition, novelty (Guilford,
actions.
1973).
a. Individuals learn by imitating
everything in their environment, especially the
d. learning theory based on behavioral
behavior of other individuals. The behavior of
psychology according to Edward L. Torndike’s
the individual being imitated is referred to as
theory
model behavior or exemplary behavior. If the
Based on Thorndike, there are some conditions
imitation is reinforced, the imitated behavior
that appear in this law such as: first, if there is a
will become his behavior.
preference to act and people want to do it, they
b. There is a close relationship between
will be satisfied. In consequence, they will do
the learner and his/her environment. The
not act other behavior, and it will result
learning process occurs in the inter relationship
unsatisfied. Second, if there is inclination to act,
but people do want to do that, they will replace
with other action to lack of their unsatisfied.
And, third if there is no tendency to act, but
people are forced to do that, it will result
unsatisfied. Law of readiness has an implication
that every organism acquires changing of
behavior, and in its implication of this behavior
result a satisfaction, then the association will be
strong then.
This connectionism theory state that
learning is an activity that form association or
connection between an impression of five sense
and tends to act., for example person who likes
to cook, then he or she will do that thing, and if
he or she does that, he or she will feel satisfied
and happy. Second is law of exercise. To result
suitable and satisfied to respond stimulus, so
person should trials and practice frequently. And
suitable and satisfied action can be acquired in
learning. And the trials behavior is an existence
of improvement behavior to make the behavior
stronger. And to make them remembered by
long term memory of person, he or she should
repeatedly do an action to record the behavior to
short term memory and it will be continued to
long term memory.
According to Thorndike the main
principle of learning is repetition, because of
that teacher who gives a question (Stimulus) the
students will answer it (Respond), and make the
prestige of student increase. Thorndike states
that repetition without reward is not effective,
because association of stimulus and respond can
be strengthen through reward
e. learning theory based on cognitive
psychology according to Von Glasserverd’s
theory
Constructivism according to Von Glasersfeld
holds that knowledge is actively received by
people through the senses or by means of
communication or experience. People
interpret and construct reality based on their
experiences and interactions with their
environment. Von Glasersfeld (in Doolittle
and Camp, 1999: 5) places three beliefs as the
epistemology of constructivism, which are as
follows.
Knowledge does not accumulate passively,
but rather, is the result of active awareness by
the individual.
Cognition is an adaptive process that
serves to make an individual's behavior more
feasible given a particular environment.
Cognitively organizes and understands
a person's experience, and is not a process for
making accurate representations of reality.
Von Glassersfeld's opinion stands in
stark contrast to traditional conceptions of the
acquisition of knowledge, especially in the
relationship between knowledge and reality.
Von Glassersfeld argued that knowledge and
reality have no absolute value and knowledge
is actively acquired and constructed through
the senses or through communication.
Constructivists state that the
knowledge we acquire is our own construct,
so they reject the possibility of transferring
knowledge from one person to another.
Knowledge is not something that can be easily
transferred from the mind of someone who
has knowledge to someone who has no
knowledge even if a teacher intends to
transfer concepts, ideas, and understanding to
someone who is a learner. Transfer must be
interpreted and constructed by the student
through experience. The fact that many
students misunderstand what the teacher
describes shows that knowledge cannot only
be transferred, but must be built up by the
students themselves.
f. learning theory based on cognitive
psychology according to Piaget’s theory
Santrock (2008) menyatakan bahwa
Piaget juga percaya pada pengamatannya
bahwa perkembangan kognitif berlangsung
dalam empat tahap.
1. Sensorimotor stage
 This stage, which lasts from birth to
about two years of age. In this stage,
babies develop understanding of the
world by coordinating their sensory
experiences (such as seeing and
hearing) with their motor (muscle)
movements (reaching, touching).
2. Pre-operational stage
This stage begins in about 2 years and
lasts up to approximately 7 years.
During this period, the child thinks on a
symbolic level but has not used
cognitive operations. That is, the child
cannot use logic or change, combine, or
separate ideas or thoughts. Child
development consists of building an
experience of the world through
adaptation and working towards a
(concrete) stage when he can use logical
thinking. During the end of this stage,
the child can mentally represent events
and objects (semiotic functions or
signs), and engage in symbolic play.
3. Concrete operational stage
The cognitive development of
the child in this stage takes place around
the age of 7 to 11 years, and is
characterized by the development of
organized and rational thinking. Piaget
considered the concrete stage to be the
main turning point in the cognitive
development of the child, since it
marked the beginning of logical
thinking. At this stage, the child is
mature enough to use logical thinking,
but can only apply logic to physical
objects. The child begins to show
conservation abilities (number, area,
volume, orientation). Although children
can solve problems in a logical way,
they cannot yet think abstractly or
hypothetically.
4. Formal operational stage
The cognitive development of children
according to the last stage according to
Piaget begins around the age of 12 years
and lasts until adulthood. As adolescents
enter this stage, they acquire the ability
to think abstractly by manipulating ideas
in their heads, without dependence on
concrete manipulations. A teenager can
perform mathematical calculations,
think creatively, use abstract reasoning,
and imagine the results of certain
actions.
3. Material that has not been understood ?
a. How to apply students' cognitive
psychological theory to mathematics
learning
b. how to apply learning theory based on
student behavior
4. Attempts made to understand the not yet
understood
There are several efforts that can be made to
understand material that is not yet understood.
These efforts are:
a. If you make a mistake, you try to
understand something, you must learn
from it. Learning from mistakes is the
most important part of the process
b. Peruse the topic to be understood. Not
just looking for one source but looking
for a wider range of sources
c. Observe or try to practice directly on
learning materials directly in everyday
life
d. Seach student has different needs. It is
important to understand individual
differences in learning styles, cognitive
levels, and other special needs. This can
involve a differentiation approach to
teaching.
e. We as candidates must understand the
student's level of understanding and
provide guidance accordingly, shifting
along with the student's development.
This means identifying students'
developmental zones, where they can
learn with help