Psi
Studi mengenai perilaku manusia dalam kegiatan
pendidikan (aktivitas belajar dan mengajar)
(Anita E. Woolfolk)
PSIKOLOGI Karakteristik peserta
PENDIDIKAN Perbedaan individu
berkebutuhan khusus
Ps Dik
Belajar (learning)
Mengajar (teaching)
BELAJAR DAN
MENGAJAR Motivasi (motivation)
Pengelolaan kelas
(classroom management)
Assessment dan evaluasi
Abilities
Abilities
Interests
Interests
Learning Styles (s)
Teaching Styles (s) TEACHER STUDENT
CURRICULUM
Content Objectives
Process Objectives
Methodological Objectives
PEBELAJAR PROSES BELAJAR PENGAJAR/FASILITATOR
Pebelajar
- Latar belakang
- Kapasitas untuk memperoleh pengalaman
belajar
- Pengetahuan dan keterampilan yang
dimiliki sebelumnya dan saat ini.
- Pilihan belajar (learning preferences)
- Tingkat inteligensi
Pengajar/fasilitator
Humanistic
TEACHING AND
LEARNING
PROCESS
Behavioristic
What is already in the learner’s mind matters.
Learning outcomes depend not only on the learning
environment but also on the prior knowledge,
attitudes and goals of the learner.
Individuals construct their own meanings.
Learning involves the construction of knowledge
through experience with the physical environment
and through social interaction.
Construction of meaning is a continuous and active
process.
Constructing link with prior knowledge is an active
process involving the generatin, checking and re-
structuring of ideas and hypotheses.
Learning may involve conceptual change.
Learning mathematics is not simply a matter of
adding to, and extending existing concepts, but
may involve their radical re-organisation.
The construction of meaning does not always
lead to belief.
Meanings, once constructed, can be accepted or
rejected.
Learners have the final responsibility for their
learning.
Learning is not passive. Individuals are purposive
beings who set their own goals and control their
own learning.
Some constructions are shared
Students frequently bring similar
ideas about natural phenomenon,
number, geometry, measurement,
to the classroom. The meanings constructed in
the classroom are not necessarily those the
teacher would expect or share.
Konservasi
7-12 thn OPERASIONAL Klasifikasi
KONKRET
Berpikir konkret
Perubahan pada
tingkah laku nyata
(observable behavior) TINGKAH
LAKU
Menekankan pada
peran stimulus REINFORCEMENT
consequences
eksternal sebagai
PUNISHMENT
penyebab perubahan
tingkah laku Tingkah laku
DAMPAK diulang ,
dihilangkan,
diperkuat
atau
diperlemah
Otak = Berupa segumpal neuron
Menunggu diolah
Verbal ability
speaking articulately, reading widely, and writing well.
Social competence
admitting mistakes, making fair judgment, and showing
sensitivity to other people’s needs.
“ KEMAMPUAN UNTUK BERTINDAK SECARA
TERARAH, BERPIKIR SECARA RASIONAL, &
MENGHADAPI LINGKUNGAN SECARA
EFEKTIF”
(WESCHLER)
Two factors general factor & spesific factor
Primary Mental Ability (Thurstone)
Multiple Intelligence (Howard Gardner)
Bloom:
1 thn berkembang sampai sekitar 20 %
4 thn 50 %
8 thn 80 %
13 thn 92 %
Kemampuan untuk membuat/menciptakan hal-
hal baru atau kombinasi baru berdasarkan
data, informasi dan unsur-unsur yang ada.
- Kemampuan berpikir tingkat tinggi
- Hasil cipta diperoleh melalui
Albert Einstein
Perbedaan bentuk interaksi Widyaiswara dan
peserta diklat dalam pembelajaran dengan
pendekataan Behavioristik dan Kognitif.
Situasi psikologis dalam pembelajaran