Psikologi Belajar

• Definisi
• Karakteristi
• Manfaat
• Historical Background
 Definisi
• Belajar berasosiasi dengan perilaku

– Apa itu perilaku? Aktivitas dari organisme yg bisa

diobservasi atau bahkan diukur
– Internal & eksternal serta overt atau covert
• Hubungan belajar dengan perilaku?

– Belajar adalah perubahan yang relatif permanen dari

perilaku sebagai hasil dari pengalaman
 Karakteristik
• Silahkan baca tulisan dibawah ini
Sūriai gali būti diferencijuojami pagal jų spalvą, formą,
skonį, tekstūrą, jų gamybai naudojamą pieną (karvę, ožką
ar avį), taip pat gamybos etapus, kurie leidžia atskirti

– Pertanyaan:
• Keju dapat dibedakan berdasarkan apa saja?
– Silahkan baca tulisan selanjutnya
Belanda dikenal banyak membuka perkebunan kakao pada zaman penjajahan
Hindia Belanda. Namun ternyata bukan Belanda yang membawa kakao ke
Tanah Air. "Walaupun cokelat berkembang pesat dari abad 19 sampai 20,
sebenarnya budidaya kakao di Indonesia sudah ada dari tahun 1560. Spanyol
membawa ke Filipina, negeri koloninya, kemudian dari Filipina menyebar
sampai ke Minahasa (Sulawesi Utara)," jelas sejarawan kuliner sekaligus
dosen Departemen Sejarah Universitas Padjajaran, Fadly Rahman, di acara
Diskusi Media ‘Serba Serbi Cokelat’ dari Mondelez International di Jakarta,
Kamis (2/08/2018). Jenis kakao yang masuk pertama kali ke Indonesia adalah
Kakao Criollo dari Venezuela. Saat itu Venezuela yang juga menjadi koloni
Spanyol menjadi penghasil kakao terbesar di dunia. Venezuela memasok
setengah biji kakao di dunia.
(https://
travel.kompas.com/read/2018/08/06/200700327/asal-usul-cokelat-dan-perk
embangannya-di-indonesia?page=all
)
• Pertanyaan
– Dari tahun berapakah budidaya kakao ada di
Indonesia?
– Negara manakan yg memperkenalkan kakao ke
Indonesia?
 Let’s Reflect
• Bacaan pertama
– Apakah membaca tulisan pertama adalah suatu perilaku?
– Perubahan apa yg terjadi pada diri anda saat membaca tulisan
pertama?
• Bacaan kedua
– Apakah membaca tulisan pertama adalah suatu perilaku?
– Perubahan apa yg terjadi pada diri anda saat membaca tulisan
pertama?

So which one considered as learning?

 Karakteristik
• Lasting change
– Membaca kedua tulisan sama-sama merupakan perilaku, tetapi
dengan membaca tulisan kedua terjadi perubahan perilaku dalam
menjawab pertanyaan mengenai sejarah cokelat
• Might not be immediate
– Perubahan tidak harus langsung terjadi begitu pengalaman terjadi
• Evidence might not occur directly after the experience
– Bagaimana jika setelah membaca tulisan kedua anda tidak diberikan
pertanyaan?
– Apakah artinya anda tidak belajar?
– Padahal terdapat perubahan pengetahuan hanya masih
termanifestasi secara laten
 Manfaat
• Helping people to understand the reason of
such behavior and how to change it for
betterment
– Improving study habits
– Overcoming phobia and disorder through
behavioral change
– Enriching life
 Historical Background
• Aristotle
– Plato’s believe: everything we know is inborn
( “residing in our soul”); thus, learning is simply a
process of inner reflection to uncover the
knowledge that already exists within
• Aristotle    knowledge is acquired
through experience
• Classic debate nativist (nature) vs empiricist
(nurture)
 Aristotle (384 and 322 B.C.)
Ideas come to be connected or associated with each other via four laws of association:

• The Law of Similarity: events that are similar to each other are readily associated with
each other

• The Law of Contrast: events that are opposite from each other are readily associated

• The Law of Contiguity: events that occur in close proximity to each other in time or
space are readily associated

• The Law of Frequency: the more frequently two items occur together, the more
strongly they are associated

• Anak laki-laki takut disunat adalah contoh dari law of ........

 Rene Descartes (1596–1650)
• Cognito ergo sum

• People that time believe that behavior is happened for a reason and free will
• Descartes  No  some human behaviors are reflexes - automatically elicited
by external stimulation, other behaviors are freely chosen and controlled by
the mind

• Mind–Body Dualism

• Only humans possess such a self-directing mind, while the behavior of

nonhuman animals is entirely reflexive
– Memperkenalkan adanya perilaku reflex
– Menyarankan bahwa untuk mempelajari perilaku hewan dapat memberikan informasi
mengenai perilaku reflex dari manusia
The British Empiricist/ British Philosopher
• Almost all knowledge is a function of experience

• E.g: John Locke (1632–1704)  Tabula rasa (blank state)

• The conscious mind is composed of a finite set of basic

elements (specific colors, sounds, smells, etc.) that are
combined through the principles of association into
complex sensations and thought patterns.

• Dipengaruhi oleh siapakah para British Philosopher ini?

 Strukturalisme
• It is possible to determine the structure of the mind by identifying
the basic elements that compose it

– Wilhelm Wundt (1832–1920)

– Edward Titchener (1867–1927)

• Method of introspection -- subject in an experiment attempts to

accurately describe his or her conscious thoughts, emotions, and
sensory experiences

• Emphasis on systematic observation that helped establish

psychology as a scientific discipline
 Functionalism: The Study
of the Adaptive Mind
• William James (1842–1910)

• Functionalism assumes that the mind evolved to help us adapt

to the world around us and that the focus of psychology should
be the study of those adaptive processes

• Characteristics that are highly typical of a species, such as the

characteristic of consciousness in humans, must have some
type of adaptive value

• Learning as an adaptive process

The Theory of Evolution: Humans as Animals
• Charles Darwin (1809–1882)
• The basis of this theory: the principle of natural selection -- individuals
or species that are capable of adapting to environmental pressures are
more likely to reproduce and pass along theirmadaptive characteristics
than those that cannot adapt
• Three main components to the principle of natural selection.
– Traits vary, both within a species (e.g., some dogs are larger than other dogs)
and between species (e.g., humans have a slower metabolism than
hummingbirds).
– Many traits are heritable, meaning that they have a genetic basis and can be
inherited by offspring.
– Organisms must compete for limited resources (bearing in mind, however, that
being an effective competitor might sometimes involve cooperation as much as
conflict).
The Theory of Evolution: Humans as Animals
• Survival of the fittest
• Some individuals will acquire more resources than others based on certain, inherited
traits that give them an advantage, therefore better able to survive

• The real driving force behind evolution is not survival of the fittest but the
reproductive advantage that accrues to those individuals possessing traits that are
best suited to the environment.

• Successful individuals  have offspring who inherit the successful traits from their
parents  survive and have offspring  process continues  succeeding
generation  the proportion of individuals possessing the successful traits increases
while the proportion of individuals possessing the unsuccessful traits decreases.

• A trait that evolves as a result of natural selection is referred to as an evolutionary

adaptation
 Behaviorism: The Study
of Observable Behavior
• John B. Watson (1878–1958)

• Failure of introspection method

– failed to replicate each other’s findings -- unable to directly observe
another person’s thoughts and feelings

• Experimental psychology seemed to be drowning in a sea of

vaguely perceived images and difficult-to-describe mental events.

• The only solution to this dilemma was to make psychology a purely

“objective science” based solely on the study of directly observable
behavior and the environmental events that surround it
 Behaviorism: The Study
of Observable Behavior
Behaviorism is a natural science approach to
psychology that focuses on the study of
environmental influences on observable
behavior
 5 Aliran Behaviorisme
• Watson’s Methodological Behaviorism
• Hull’s Neobehaviorism
• Tolman’s Cognitive Behaviorism
• Bandura’s Social Learning Theory
• Skinner’s Radical Behaviorism
 Watson’s Methodological Behaviorism
• For methodological reasons, psychologists should study only
those behaviors that can be directly observed

• All behavior, both animal and human, is essentially reflexive

• Learning involves the development of a simple connection

between an environmental event (the “stimulus”) and a
specific behavior (the “response”)

• Complex behavior is presumed to involve extremely long

chains of these S-R connections
 Hull’s Neobehaviorism
• Infer the existence of internal events that might
mediate (draw a connection) between the
environment and behavior.

• Hull’s theory was also a pure S-R theory

• Specific stimuli (input) yield specific responses

(output), with certain internal events mediating
the process
 Tolman’s Cognitive Behaviorism
• Analyze behavior on a “molar” (i.e., broader) level

• Similar to the gestalt approach to perception

• Behavior was an overall pattern of behavior directed toward particular

outcomes, and it can be properly analyzed only on that level

• Agree that intervening variables may be useful in a theory of learning

(in fact, it was Tolman who first suggested this), however, while Hull’s
intervening variables were physiological-type processes like hunger
and fatigue, Tolman’s were more mentalistic (e.g: expectancy).
 Tolman’s Cognitive Behaviorism
• Cognitive map (mental representation of one’s
spatial surroundings ) intervening variabel
invention

• The research discovered latent learning (learning

occurs despite the absence of any observable
indication of learning and only becomes apparent
under a different set of conditions) and the
distinction between learning and performance
 Bandura’s Social Learning Theory
• focuses on broad behavior patterns
• emphasizes the distinction between learning and performance

• a cognitive-behavioral approach that strongly emphasizes the

importance of observational learning and cognitive variables in
explaining human behavior

• the concept of reciprocal determinism: environmental events,

observable behavior, and “person variables” (including
thoughts and feelings) are seen as having a reciprocal
influence on each other
 Skinner’s Radical Behaviorism
• Emphasizes the influence of the environment on
observable (overt) behavior, rejects the use of
internal events to explain behavior, and views
thoughts and feelings as behaviors that themselves
need to be explained

• Viewed internal events, such as sensing, thinking,

and feeling, as “covert” or private behaviors that are
subject to the same laws of learning as “overt” or
publicly observable behaviors
 Skinner’s Radical Behaviorism
• Since people do not have direct access to the internal
events of others, people must rely on their verbal reports
of such events. Our assessments of internal thoughts and
feelings thus are often unreliable. Such unreliability is to be
expected, given the manner in which people learn to label
their internal events.

• Human needs to be thought to label their internal events

• Interested in how people come to label their internal states

 Skinner’s Radical Behaviorism
• Rejects internal events as explanations for behavior;
instead, he focused on the environment— the
environmental consequences of our behavior—as the
ultimate cause of both observable behavior (overt
behavior) and internal events (covert behavior).

• once people understand the manner in which the

environment affects them, they can change the
environment so that it will exert a more beneficial
influence on our behavior (countercontrol)
 A diagrammatic representation of Skinner’s view of the
relationship between environmental events, internal events, and
observable behavior