QUESTION 5 (a)

Compare the difference between the five theories you have learned. Theory

learning what you normally eat in the room your textbook? 

Give

reasons to support your choice.

Learning is a change in individuals as a result of experience

(Slavin, 1991). We as teachers should assist students in focusing on the process

observation and mental health so they can acquire basic knowledge

and skills effectively. This led psychologists have built

a variety of different learning theories. Among the theories of learning are:

1 - behaviourist learning theory

This theory was introduced by the leading figures of Ivan Pavlov, Edward

Thorndike and BF Skinner. Behaviorist theorists emphasize the role of experience

in governing behavior. In this theory a number of terms introduced

Among them are conditioning. Conditioning is a process in which behavior

organisms related to the stimulus from the environment. Ivan P.Pavlov, each

stimulus will cause the response. Response is any conduct

arising from the stimulus. For example, when gutru give directions to

stand, the students stood up quickly. Direction is the stimulus, while the action

stand was the response.

As a result of research, Pavlov felt that learning can occur

due to the relationship between the stimulus with the response. In this example there are two

stimulus, the first is the teaching and learning environment and the second is

aspects of emotion, a sense of fun and joy. So, pupils relating to one

stimulus (learning environment) and one other stimulus (fun atmosphere).

Hence, the students also have the desire to go to school. Learning

occur as a result of this relationship is called conditioning. Learning by association 2

stimulus is called conditioning.

While ELThorndike (1874-1949) the founder of American psychology

introduce the learning trial and error and some law about the relationship

stimulus and response. Experiments were performed on a cat

laparyang placed in the cage. From the experiments, Thorndike

submit 3 legal uatama readiness of law, and law hukumlatihan

effect. According to Thorndike, availability refers to the necessary arrangements have

before an individual can act. A student is said to be satisfied when

he is ready to act. Conversely, students who are not ready to act

be disappointed. Training law while stating the relationship between

stimulus and response will be strengthened if training is conducted. Law

Effect, however, states that the correlation between stimulus and response will

strengthened if there is a fun effect after the generation of motion

response. For example, a student greet the teacher and peace that

greeted with a smile teachers. The student will feel the experience was fun

and he will repeat it.

Skinner's operant conditioning theory is introduced to study the

the relationship between behavior and consequences. In this theory, behavior is not

desired can actually be converted to the desired behavior.

2 - Social Learning Theory

Alber Bandura who are members of well-known American psychologist been

introducing social learning theory. This theory asserts that

human learning occurs by observing others doing the work.

According to Bandura, there are four key elements of the observation of learning:

i) pay attentionii) maintain the informationiii) produce the behavioriv) motivation and reinforcement

Applications of this theory, such teacher shall be a good model

because the teachers always want to emulate behavior of pupils. Therefore, clothing, behavior

and spoken language must be good teachers.

Observations can occur in three forms as follows:

a) observe directly, which saw its own model or not

directly, by watching movies, videos, listening to the description, or see

pictures. For example, children imitate their parents or teachers in terms of clothing,

speech, gait and so forth.

b) observations and non sekatlakuan sekatlakuan. Block behavior is

restrictions appropriate behavior in situations A, but tiidak appropriate in situations B.

For example, students who can rejoice in the canteen when called friends do not

can do in the classroom. This is because students learn

presence in the classroom that can bring penalties if the practice

berlaku.manakala taksekatlakuan is observed through the pupil will continue to replicate

practice in any situation. For example, if they have learned that

cheer-cheer action is not appropriate in class, but kai is the teacher in the

new, the practice was not condemned, students will start chanting

answer.

c) observations elistasi. In elistasi process, an individual will also

do what we do to others if he had been

know how to do it. For example, when you see a student

read other books in the classroom, Amir took out books and read them.

The desire to read the timmbul after seeing other students to read.

If tiadak any other student to read, the possibility of Amir desire to

reading does not arise.

3 - The theory of humanistic

Humanist theory focuses on what happens in a person

individuals. Humanistic approach emphasizes the whole student, with said

lainaspek emotional and social lives of students.

This approach assumes that students naturally motivated to

study provided the educational experience is meaningful. It also

stressed the importance of the teacher's role in providing support and always

concerned about his players.

4 - Cognitive Learning Theory

This theory focuses on the changes to the way people think

from infancy to age kank children, adolescents, and then the

adults. According to Gagne (1970), learning moves from the simplest

leading to the complex. Learning at a high level depends on the

learning at low level. Gagne has identified eight types of

learning as follows:

i) the learning signal

Types of learning is the easiest learning. It is more

is a behavioral change caused by the influence

kebiasaan.Misalnya, when the bell rang pulul 7.30 am, all students will

rushed to their classroom and they will continue to stand up and

pay tribute to the teachers who are learning masuk.ini

signal and it's not much sense.

ii) interfere with the learning response

Learning stimulus response depends on the consolidation process. This

means that teachers need to give praise and rewards for behavior that brought to mind.

iii) Network

Network is a series of behaviors related to each other

to complement satutugasan conducted. For example, when the ball

in a tennis game, players must stand at a suitable position, on-site

reasonable and swinging community with the right style for tennis balls

returned with the good. Series of behaviors is called a network.

iv) The association of language

Relationship is a form of language-speaking networks. It occurs

when a child is seen to relate things

object name in menyebutnya.misalnya, seeing the ball, the child

goes the ball.

v) Learning diskrimanasi

This kind of learning occurs when students can choose the response that

appropriate action to produce something. For example, in class, students

able to distinguish between facts that are less important by the fact that important.

vi) Concept Learning

This happens when the students react to things as a class

or category. For example, students will learn colors and shapes

classify the yellow, red, blue, white, black and green color while

round, triangular, rectangular and oval in shape.

vii) Learning hokum

This is a complex learning because it would involve learning

concepts, networking and relationship-speaking. For example, students learn that

when water freezes, its volume increases. Learned concepts are

freezes, and increased volume. Later, these concepts need to

networked together to form hokum.

viii) Problem Solving

Problem solving is the most complex learning. It involves

use the concepts and learning hokum. Gagne has been using the sequence-

problem solving sequence as proposed by John Dewey.

Sequence of steps is as follows:

a) identify the problem

b) seek information

c) make the hypothesis

d) test the hypothesis

e) to the conclusion

5 - Theory of Constructivism

This theory states that students develop the knowledge-based

their experiences. Each student knowledge as they learn

and the best knowledge and depth is through interaction

with physical and social environment. Vygotsky, a psychologist who many

emphasizes the social constructivism where knowledge is constructed

based on the interaction sosisl, culture and activities that form the building

and individual learning.

Behaviourism

Weaknesses: 

1. Learners may find in a situation where the stimulus for the correct response does not occur, therefore the learner can not

respond.

2. A worker who has been conditioned to respond to a certain cue at work stops production when an anomaly occurs because

they do not understand the system. 

Strengths: 

1. Learners focused on a clear goal and can respond automatically sign all of those goals.

2. World War II pilots are conditioned to react to the silhouette of an enemy plane, a response that one would expect to be

automatic. 

Cognitivism

Weaknesses: 

1. Learners learn a way of completing the task sebuha, but he may not be the best way, or adapted to the learner or the

situation. For example, log onto the internet on one computer may not be the same as the login on another computer.

Strengths: 

1. The purpose is to train students to perform a task in a similar way to enable consistency.

2. Log in and then out on the work computer is the same for all employees; perhaps the important thing is to run a routine that

is sure to avoid problems. 

Constructivism

Weaknesses: 

1. In a situation where conformity is the essential thought and action are different possible causes problems. The thought of

having fun at Revenue Canada if everyone decided to report their taxes in their own way, although there may be some

approach to "constructive" as used in the system we have.

Strengths: 

1. Because the learner is able to interpret multiple realities, the learner be able to better deal with real life situations. If a

learner can solve problems, they may use the knowledge they have is better for a new situation (Schuman, 1996 in Mark K.

Smith, et al, 2009)

To become a professional teacher and effective teaching, a teacher must equip themselves with all the knowledge and skills related to perguruan.Terdapat three measures to be taken are:

1) Step one: IDENTIFY THE PROBLEM

-The students do not understand the subject.

-Difficult to remember important facts.

-Less focus attention

-Shows lack of interest in learning.

2) Step two: FINDING THE SOURCE OF THE PROBLEM.

Students are confused, do not understand and could not identify the subject that has been learned with the learned and the information received is not planned and orderly manner.

Pupils did not obtain clear information during the initial learning session on a topik.akhirnya, it is difficult for them to pursue further education and can not remember important facts in the title.

The student is not able to distinguish the type of stimulation is important.In effect, they are less oriented towards teaching and learning that took place. Lack of motivation in learning activities also cause the student is not interested in what the teacher presented.

3) The third step: PROPOSAL TO SOLVE THE PROBLEM.

In general, four main problems faced by teachers in teaching can be addressed with emphasis on the following aspects:

i) Applying the appropriate theories in teaching.

ii) To emphasize the teaching and learning-ranking level.

iii) Choose and bembelajaran teaching strategies appropriate to the situation of students.

These three aspects will be dibiancangkan in detail in the next section is preceded by an explanation of the concept of teaching and learning in general.

Two. THE CONCEPT OF TEACHING

Teaching is a process involving a system of activities directed to students with the aim of bringing behavioral changes amongst mereka.Proses lesson planning, management, delivery, guidance and penilaian.Kesemua these measures are intended to disseminate knowledge effectively .

While to achieve the objectives for behavior change, teachers should be clear with the kinds of changes are required, and then design appropriate activities for menjayakannya.Antara the changes required are the kinds of knowledge to be taught, skills, and change means that the activities planned sikap.Pengajaran by the teacher carefully and implement it through specific methods and techniques that aim to disseminate knowledge and skills of pupils.

Three. FEATURES OF TEACHING

Teaching also means achievement or teaching tugasan.Proses involves two parties, namely the teachers and murid.Pengajaran, apart from teachers and students, including lesson plans, learning outcomes, a place to study, teaching aids and strategies, methods and teaching techniques.In teaching activities, teachers play the role of teaching and pupils play a role as the most closely pelajar.Aktiviti pengajargsi is an instructional (teaching), followed by training, indoctrination and finally conditioning.

4. TEACHING MODELS

In creating a systematic process of teaching, we must refer to some model pengajaran.Antara its primary function is as a guide for teachers to produce a teaching and learning sessions fun and motivating other students to measure the effectiveness of the use of student-murid.Di between teaching models that often practiced in the classroom are:

4.1 Model Ekspositori

4.2 Information Processing Model

4.3 Model inquiry

4.4 Model

4.1. Model Ekspositori

It means a clear and terperinci.Dalam ekspositori teaching context is the delivery of information or the content directly to the students in the class. Therefore, the method is the method of service ekspositori education through explanation, storytelling or demonstrations in order to teach sesuatu.Dalam ekspositori model, the teacher explains the students beforehand and listen carefully to them understand and remember or record the substance of importance in the record books mereka.Guru can use this model to explain the concepts, facts, of laws principles or theorems matematik.Dari implications for the perkembangan.Guru also benefit in terms of saving time while delivering a lesson because with this method the teacher can continue to deliver all the information about the concept in shorter and the students just sit and listen only.

Example:-Model Ansubel reception (David P.Ansubel 1961).

4.2 Information Processing Model

4.2.1 INFORMATION PROCESSING THEORY RM Gagne.

-This theory explains how the information obtained in a learning process.

-Stimulation of the external environment is received in the nervous system through the senses, then information will be interpreted in a memory, then it is sent to the store long-term and ultimately to drive the reaction through the nervous system.

-Phases of the learning process according to the theory of Gagne.

i. Phase motivation - Expectations

ii. Phase understanding - observation-Savings Perceptions

iii. Phase Procurement - Encoding - Reserve Early

iv. Retention Phase - Storage - Memory Store

v. Phase Memory Back - Given Back - Search

vi. Phase generalizations - Transfer

vii. Phase Performance - response

viii. Feedback phase - Reinforcement

EIGHT TYPES OF LEARNING TO GET INFORMATION:

In 1977, Gagne tried to explain the eight types of learning from the simple to the complex:

1) Learning Through the signal

-Shaped primitive.

For example: Human experience, learn about fire smoke signal.

2) Learning stimuli-reaction

-Relate the stimuli that are planned and stimulated by an individual response.

The teacher shows a concrete thing, students mention of his name.

3) Learning Through the Chain

-Refers to the relationship of various stimuli-response learning thereafter.

For example: Make a sentence with the words relate.

4) Learning Through Verbal Associations

-It is a basic form of language learning.

Example: Relate the name of the address.

5) Learning Through Multiple differentiation.

-Refers to learning to select only one response to various stimuli.

Example: References to e and e, students will use only one term, such as check, advocate.

6) Learning concept

-Refers to establishing the concept of learning with a representative symbol on the same characteristics.

For example: bags, fruit, books.

7) Learning principles.

-According to the study of the relationship of two or more concepts they have learned.

For example: Water flows into a lower place.

8) Learning problem-solving

-It is learning through the process of thinking, a thinking problem solving by using the concepts and principles they have learned.

Example: Solve mathematical problems.

4.2.2 MODEL Taba

A. The concept emphasizes the building; concept can be formed precisely through arrangements

teaching materials in an appropriate sisitem.

B. A concept should be conducted through four main stages, namely:

1) Level of compilation

Organize the facts by observing characteristics and difference equations.

2) establishing the concept stage

Characterize and classify the facts based on common characteristics into specific categories.

3) form the legal level

Make inferences or generalizations of the relations between the categories formed in stage 2.

4) Stage application

-The use of generalizations or conclusions in new situations.

4.2.3 MODEL inquiry

A. Emphasize the process of questionnaire to obtain information.

Two. These activities require the students questionnaires to identify the forms of questions,

forming hypotheses, planning and carrying out research activities and finally to the conclusion.

Example:

a) Science Inquiry Model (Model Dewey)

-Used to study the principles, phenomena and characteristics of the elements of science.

-Based on five steps:

i. IDENTIFY THE PROBLEM

ii. FIND INFORMATION SUMMARY

iii. MAKE A HYPOTHESIS

iv. HYPOTHESIS TESTING

v. SUMMARY OF THE ASSESSMENT AND

b) Model of Social Inquiry

- Review of topics related to social and humanitarian fields.

- Review process based on observation of activities, interviews or questionnaires.

- Includes 6 steps:

i. FORMATION OF THE PROBLEM BY TEACHER

ii. HYPOTHESIS FORMATION BY THE STUDENT

iii. DISCUSSION VALIDITY OF HYPOTHESIS

iv HYPOTHESIS TO PROVIDE DEFINITIONS

v. FIND SUPPORT FOR THE HYPOTHESIS

vi. SUMMARY OF CONCLUSIONS OR

c) Model Jurispudential Inquiry - Used to find the truth and accuracy issues isu.Ia also lie in the debate activity. Example: Learning Science is more useful than studying Arts. Divided into two: -

i)-guided inquiry - Through the guidance of teachers - Suitable for Sek.Rendah and secondary levels.

ii) Open-Inquiry

- Not to give any guidance. All processes carried out olehmurid own.

- Suitable for upper secondary school level and higher level.

iii) Suchman Inquiry

Based on the assumption that the strategies used by scientists can also be used as a model of teaching in school subjects, especially science.

d) Model

- Introduced by Professor William Kilpatrick (1871-1965).

-Pressing the concept of learning to increase student interest when carrying out the planned learning activities.

-Suggested that students learn through play, practical work, fieldwork and visits.

4.2.4 Model PengajaranASSURE

A-Analyse Learner (student analysis) -

(1) General characteristics: age, stage, socioeconomic latarbelakag

(2) kopetensi in specific stages; existing skills

(3) learning style, whether auditory, visual, or kinesthetic

S-State Objective (specify OBJ) -

(1) minimum level students should have learned with members of P & P

(2) focus on breast cancer knowledge, skills and new-for learned behavior.

S-Select method, media & materials (methods, media, materials) -Methods, simulation, demonstration, training drills. Media; criteria-

(1) corresponds with the curriculum

(2) information tpt / tkini

(3) clear language

(4) pull the interest / motivation trigger

(5) hot-blooded students plibatan

(6) the technical quality

(7) proven effectiveness

(8) is a guide to be used. Materials Design; take into account;

- objectives

- student

- cost

- technical expertise

- equipment

- facilities

- time

U Utilise Media materials (use of media, materials);

(1) preview of the material

(2) provide material

(3) provide an environment

(4) sedikn plajar

(5) present the learning experience.

R-Require Learner Participation (push student involvement); exercises, quizzes, projects

E-Evaluate and REVISE (value and tick) -

(1) the value of student achievement

(2) it produced YD

(3) media / methods

(4) the use of teacher

(5) the use of pupils.

Five. CONCEPT LEARNING

Learning is a process of information and experience accumulate in berterusan.Ia occur in a person since he was born. (Kamaruddin Hj.Husin, case. 93). The learning process involves the implementation of the strategies that enable students to achieve goals and change certain behaviors and habits to acquire, knowledge and positive attitude.

Learning is usually defined as the change is permanent and stable behavior caused by experience or training and backing.

The learning process is not due to the maturity factor or factors badsan constitutional change. Any use of energy for learning new material and solve a problem can be considered as part of the learning prosese dsripada.

Learning features:

-It is an ongoing process.

-It can occur consciously or unconsciously.

-It is through Learning process such as:

A. Stimulus and the environment

(Teachers, books, parents, friends, film)

Two. Appropriate stimulus selected by the sense organs.

(Positive stimulus and means)

Three. Stimulation of the brain to be processed and accepted meaning.

(Thoughts and experiences, thoughts, reflections, analysis, and evaluation)

4. Formation of experience or knowledge in memory.

(Accepted and remain in memory to be called back)

Five. Practice, experience or new knowledge in an appropriate situation and

match.

(Transfer studies in the same situation).

6. Changes in behavior.

(Real learning)

TEORI BELAJAR DAN PEMBELAJARAN

1. Pandangan Behavioristik dan Konstruktivistik tentang Belajar

BEHAVIORISTIK KONSTRUKTIVISTIK

Behavioristik memandang bahwa pengetahuan adalah objektif, pasti dan tetap, serta tidak berubah. Pengetahuan telah terstruktur dengan rapi.

Konstruktivistik memandang bahwa pengetahuan adalah tidak objektif, bersifat temporer, selalu berubah-ubah dan tidak menentu.

Belajar adalah perolehan pengetahuan, sedangkan mengajar adalah memindahkan pengetahuan kepada orang yang belajar

Belajar adalah menyusun pengetahuan dari pengalaman konkret, aktivitas kolaborasi, dan refleksi seta interpretasi. Sedangkan mengajar menata lingkungan agar sang pembelajar termotivasi dalam menggali dan menghargai ketidakmenentuan.

Sang pembelajar diharpakan memiliki pemahaman yang sama terhadap pengetahuan yang diajarkan. Artinya apa yang dipahami oleh pengajar itulah yang harus dipahami oleh sang pembelajar.

Sang pembelajar akan memiliki pemahaman yang berbeda terhadap pengetahuan tergantung pada pengalamannya dan perspektif yang dipakai dalam mengintrospeksikan nya.

2. Pandangan Behavioristik dan Konstruktivistik tentang Tujuan Pembelajaran

BEHAVIORISTIK KONSTRUKTIVISTIK

Tujuan pembelajaran ditentukan tentang penambahan pengetahuan

Tujuan pembelajaran ditentukan tentang bagaimana belajar

3. Pandangan Behavioristik dan Konstruktivistik tentang Strategi Pembelajaran

BEHAVIORISTIK KONSTRUKTIVISTIK

Penyajian isi menekankan pada ketrampilan yang terisolasi dan mengakumulasi fakta dengan mengikuti urutan dari bagian ke keseluruhan

Penyajian isi menekankan pada penggunaan pengetahuan secara bermakna mengikuti urutan dari keseluruhan ke bagian

Pembelajaran mengikuti urutan kurikulum secara ketat

Pembelajaran lebih banyak diarahkan untuk meladeni atau melayani pertanyaan dan pandangan sang pembelajar

Aktivitas belajar lebih banyak didasarkan pada buku teks dan penekanan pada ketrampilan

Aktivitas belajar lebih banyak didasarkan pada data primer dan bahan manipulatif dengan penekanan pada keterampilan berpikir kritis

Pembelajaran dan evaluasi menekankan pada hasil Pembelajaran menekankan pada proses

4. Pandangan Behavioristik dan Konstruktivistik tentang Strategi Evaluasi

BEHAVIORISTIK KONSTRUKTIVISTIK

Evaluasi menekankan pada respons pasif. Ketrampilan secara terpisah dan biasanya menggunakan tes tertulis

Evaluasi menekankan pada penyusunan makna secara aktif yang melibatkan ketrampilan terintegrasi, dengan menggunakan masalah dalam konteks nyata

Evaluasi dengan menuntut jawaban benar menunjukkan bahwa sang pembelajar telah menyelesaikan tugas belajar

Evaluasi dengan menggali dan berpikir secara berbeda, pemecahan ganda, bukan hanya jawaban benar

Evaluasi belajar dipandang sebagai bagian terpisah dari kegiatan pembelajaran dan biasanya dilakukan setelah kegiatan belajar dengan penekanan pada evaluasi individu

Evaluasi merupakan bagian utuh dari belajar dengan cara memberikan tugas-tugas yang menuntut aktivitas belajar bermakna serta menerapkan apa yang dipelajari dalam konteks nyata. Evaluasi akan menekankan pada keterampilan dan proses dalam kelompok

Teori Belajar Klasik

Teori belajar klasik didasarkan pada pemikiran para filosofis yang bersifat subjektif :

1. Teori disiplin mental / psikologi fakultas / psikologi unsur

Belajar melalui introspeksi otak manusia yang terdiri atas bagian-bagian yang memiliki tugas berbeda (berpikir, meraba, fantasi, perasaan, kehendak). Jiwa manusia terdiri dari unsur-unsur tertentu dan unsur-unsur tersebut disebut dengan daya-daya jiwa. Orang akan dapat belajar jika mentalnya dilatih dengan kjeras terutama daya nalarnya dan selanjutnya belajar identik dengan mengasah otak. Pandangan klasik : orang pintar adalah orang yang menguasai ilmu pasti (logis matematik dan logis bahasa).

2. Teori humanisme klasik / naturalisme

Teori humanisme klasik diajukan oleh Maslow, sedangkan naturalisme dikembangkan oleh J.J Rousseau dan Pestalzzi.

Ia mengumpulkan biografi orang-orang terkenal dari berbagai bidang.

Semua orang normal berpotensi menjadi orang hebat.

Manusia sebagai satu kepribadian yang utuh, dan dalam jiwa mnausia ada tiga aspek, yaitu afektif, kognitif dan psikomotor.

Naturalisme oleh J.J Rousseau mengatakan bahw aanak pada waktu lahir adalah baik, jika anak rusak itu akibat pengaruh lingkungan. Karena pada waktu itu moral manusia pada level yang terpuruk.

Belajar adalah membiarkan anak utmbuh dan berkembang dengan sendirinya secara alamiah dan tidak diapa-apakan.

Freedom to learn berarti “membiarkan anak belajar dengan bebas, karena orang dapat mengaktualisasikan dirinya secara penuh jika orang tersebut tidak diganggu.”

3. Teori apersepsi dan teori tabularasa / empirisme

Otak manusia seperti wadah yang siap menampung apa saja dan pengetahuan yang telah masuk tersebut disebut apersepsi.

Teori tabularasa / empirisme yang dilontarkan oleh John Lock menyatakan bahwa “Anak bagaikan kertas kosong yang siap ditulis oleh pendidik dan linkgungan yang mempunyai pengaruh terhadap anak itu nantinya.

TAKSONOMI DOMAIN PSIKOMOTOR

Ada tiga taksonomi utama domain psikomotor, yaitu sebagai berikut :

1. Apa yang dilontarkan oleh R. Dave dalam karyanya Psychomotor Domain  (1967)

Tingkat Definisi Kata Kerja yang Memungkinkan

Mengimitasi

Mengamati sebuah keterampilan dan berusaha mengulanginya atau melihat sebuah produk yang terelesaikan dan berusaha untuk menirunya ketika hadir dalam bentuk contoh

Berusaha, menyalin, men duplikasi, mengimitasi, meniru-niru dan seterusnya

Memanipulasi

Memainkan keterampilan atau menghasilkan produk dalam suatu mode yang bisa diakui dengan mengikuti pengajaran-pengajaran umum daripada pengamatan

Menyelesaikan, mengikuti, memainkan, melaksana-kan, menghasilkan dan seterusnya

Presisi

Secara independen memainkan ketrampilan atau menghasilkan sebuah produk dengan akurasi, proporsi, dan kepastian pada suatu tingkatan yang ahli

Mencapai secara automatis, mengatasi dengan ahli, memainkan dengan bagus sekali

Artikulasi

Memodifikasi ketrampilan atau produk untuk menye-suaikan dengan situasi baru, mengombinasikan lebih dari satu ketrampilan dalam rangkaian dengan harmoni dan konsistensi

Mengadaptasi, mengubah, mengarah pada kondisi yang lebih baik, memulai dan seterusnya

Naturalisasi

Menyelesaikan satu keterampilan atau lebih dengan mengurangi dan membuat ketrampilan automatis dengan penggunaan fisik atau mental yang terbatas

Secara natural, secara sempurna dan seterusnya

2. Apa yang dinyatakan E. Simpson dalam karyanya , The Classification of Educational Objectives in The Psychomotor Domain : The Psychomotor Domain (1972)

Tingkat Definisi Kata Kerja yang Memungkinkan

PerspesiKemampuan untuk meng-gunakan isyarat sensoris untuk memandu aktivitas fisik

Membedakan, mengiden-tifikasi, menyeleksi dan seterusnya

Perangkat

Kesiapan untuk bertindak, mengharuskan pembelajar mendemonstrasikan sebuah kesadaran atau pengetahuan tentang perilaku yang dibutuhkan untuk menggunakan ketrampilan

Mengasumsikan sebuah posisi, mendemonstrasikan menunjukkan, dan seterusnya

Memandu Respons

Tahapan awal pembelaja-ran ketrampilan yang kompleks, memasukkan imitasi, bisa menyelesaikan langkah-langkah yang terlibat dalam ketrampilan sebagaimana yang diarahkan

Berusaha, mengimitasi, mencoba dan seterusnya

Mekanisme

Kemampuan untuk melakukan suatu ketrampi-lan motoris yang komplek, tahpaan pembelajaran lanjutan sebuah ketrampilan yang kompleks

Respons kompleks yang jelas

Kemampuan untuk menggunakan ketrampilan psikomotor yang komplet secara benar

Menyelesaikan, mengope-rasikan, melaksanakan dan seterusnya

AdaptasiBisa memodifikasi ketrampilan motoris agar sesuai dengan sebuah situasi baru

Mengadaptasi, memodifikasi, merevisi dan sterusnya

Mencipta

Kemampuan mengembang kan sebuah ketrampilan asli yang menggantikan ketrampilan seperti yang pada awalnya dipelajari

Menciptakan, mendesain, memulai sesuatu, dan seterusnya

3. Apa yang digambarkan A. Harrow, dalam karyanya A Taxonomy of The Psychomotor Domain : A Guide for Developing Behavioral Objectives (1972)

Tingkat Definisi Kata Kerja yang Memungkinkan

Gerakan relfeks Refleks segmental, inter-segmental, dan supra-segmental Menanggapi, dan seterusnya

Gerakan fundamental dasar

Gerakan lokomotor, gerakan non-lokomotor dan gerakan manipulatif

Kemampuan perseptual

Kemampuan kinestetik, visual, audio, dan diskriminasi nyata serta kemampuan terkoordinasi

Kemampuan fisik Daya tahan, kekuatan, fleksibilitas, & ketangkasan

Gerakan terampilKeterampilan sederhana, gabungan, dan ketrampilan adaptif yang kompleks

Memasang, menyesuaikan mengonstruksi, membedah dan seterusnya

Komunikasi nondiskursif. Gerakan ekspresif dan interpretif.

Menyusun, menciptakan, menggubah, mendesain, memulai sesuatu, dan seterusnya.

SEMBILAN PERINGKAT PEMBELAJARAN GAGNE

Menurut Gagne, isi pelajar yang ingin disampaikan kepada pelajar perlu melalui aras pemindahan dan penukaran maklumat yang berlalu dalam ingatan seseorang individu mengikut turutan yang tertentu. Sehubungan dengan itu, Gagne telah mencadangkan sembilan peringkat pembelajaran yang harus dilalui oleh pelajar seperti yang berikut:

PERINGKAT PEMBELAJARAN PENERANGAN

1 Dapatkan perhatian pelajar Mendapatkan perhatian (Gain Attention).

2 Pemberitahuan objektif pembelajaran kepada pelajar

Jangkaan guru ke atas tahap kefahaman yang harus dicapai oleh pelajar perlu diketahui oleh pelajar (Expectancy)

3 Memperolehi kembali pembelajaran lampau

Mengingati kembali pembelajaran lepas (Recall prior learning)

4 Persembahkan rangsangan Menyediakan rangsangan (Present Stimulus). Pelajar dapat mengenal pasti perkaitan maklumat dan memilih setiap satunya mengikut persepsi masing-masing.

5 Membekalkan bantuan kepada pelajar Menyediakan bimbingan pembelajaran menerusi kaedah yang bersesuaian seperti latihan (Guide Learning).

6 Penghasilan tindak balas Menunjukkan prestasi menerusi prose pengeluaran semula maklumat dari ingatan (Elicit Performance).

7 Pemberian maklum balas Memberi maklum balas untuk mengukuhkan kefahaman pelajar serta memperbetulkan kesilapan pelajar sekiranya ada (Provide Feedback)

8 Penilaian pencapaian Menilai pencapaian menerusi kaedah yang bersesuaian seperti soal-jawab (Assess Performance)

9 Generalisasi Mengukuhkan ingatan dan pemindahan maklumat ke situasi atau keadaan yang baru (Enhance Retention)

WHAT APPROACHES, METHODS, TECHNIQUES AND STRATEGIES FOR TEACHING?

Soon Sang Mok 1992, Pedagogy 2, p 8 

· The approach - the path taken · Method - an orderly fashion, jewelery & systematic · Techniques - methods of forming techniques. For example, methods of telling a story telling = technique (style); skills of telling a story; a variety of techniques. 

WHAT IS THE DIFFERENCE BETWEEN STRATEGIES, METHODS, AND TECHNIQUES TEACHING APPROACH? 

Approach = Approach (pp. 58) A way to Means of Reaching A way of considering / dealing with eg a problem: a new approach 

TECHNICAL = Technique (pp. 1257) Proficiency or skill in the practical art / science eg a teacher with a good voice but poor technique A way of Achieving one's purpose skillful. 

(Source: CHAMBERS ENGLISH ENCYCLOPEDIC DCTI ONARY) 

What is the Classification of Teaching and Learning Strategies? 

A. Centralization Strategy Guru Two. Student Centric Strategy Three. Centralization Strategy Education Materials 

WHAT ARE THE CHARACTERISTICS OF THE TEACHER centered strategy? A. Teachers play an important role 2 · a one-way communication. Teacher of the talking. 3 · autocratic leadership of teachers 4 · Achievement of objectives prioritized teacher 5 · Dissemination of knowledge is more important than nourishment value moral / emotional development. 6 · Presentation by memorizing facts. Considering the form of learning / memorizing. 

7 · Interaction between students is passive. 8 · Method entire class. 9 · The students less creative / not berinitiatif. 10 · Tools & Techniques - explanations, demonstrations, lectures, group / team, storytelling, the whole class. 

WHAT ARE THE CHARACTERISTICS OF THE STUDENT centered strategy? · Pupils play an important role 2 · two-way communication. Teachers ask questions / guide. 3 · teacher leadership democratically. Discussion / promotion of students to provide opinions, 4 · objective the achievement of students preferred 5 · The development of a comprehensive student / balanced (frightened) 6 · formative tests used in improving pupils. 7 · Presentation of teachers for meaningful learning, to understand and make inferences, 8 · Real interaction between students is positive (cooperation, tolerance, mutual help) 9 · Rule groups / different & cultivate interest of students, 10 · Pupils who are creative / berinitiatif. 11 · Tools & Techniques - projects, inquiry, discovery, discussion, penyoalanan, the solution problems, simulations, role playing, brainstorming, small group etc. 

WHAT ARE THE CHARACTERISTICS OF THE SUBSTANCE OF EDUCATION centered strategy?1 · penting.Pergantungan play educational materials to the material to achieve teaching objectives. 2 · Communication / interaction between teacher / materials or student / learning materials 3 · Efficiency / skills in teaching and learning priority 4 · The emphasis on the physical, spiritual, and cognitive. Students are trained in skills, understanding and self-reliant. 5 · Teaching meaningful, interesting and effective. 6 · Real interaction between Muid much. Positive social nature can be nurtured through small methods - tests, projects, discussions etc.. 7 · abstract knowledge can be made concrete with the educational materials 8 · Tools & Techniques - computer, print materials, modules, textbooks, reference books, dictionaries, tape recorders, charts, maps, graphs, specimens, slides, video, television, projector, etc..

The concept approach

According to the House Dictionary (1998), the approach is a means or steps taken to initiate and carry out a task such as solving problems.

In the context of education, the concept of how to approach a meaningful approach, such as the learning to the teaching of a subject. In short, the approach refers to the manner in which certain subjects are taught to achieve its objectives.

The approach should be based on the model, principles or theories of learning, for example:

1. from concrete to abstract2. from simple to complex3. from whole to part4. from general to specific5. from specific to general6. from near to far7. from known to unknown.

In short, the approach in the field of education refers to a set of beraksiomatik learning theory and practice in the teaching of a subject based on the objectives.

The concept of method

The method is a way or make a rule. It refers to a systematic series of actions that teachers with a view to achieving specific educational objectives in the short term. Ringkasna, teaching methods is how to approach a subject with objective measures of organized delivery.

Technical concept

In the context of education, teaching techniques can be defined as the skill is used for management and implementation of teaching methods in teaching and learning activities.

Among the teaching techniques commonly used by the teacher is telling techniques, lecture, discussion, demonstration, drill and memorization, questioning, sosiodrama, role playing, simulations, problem solving, brainstorming, games and so on.

The concept of Activity

Activities or actions mean gerakerja. Under the educational context it involves all gerakerja carried out by teachers and pupils to achieve learning outcomes. In short, the activity consists of all actions in the teaching and learning.

The concept of strategy

Strategy is a plan in place to achieve the goals or achievements. It also means wisdom in dealing with things. In the field of education, the concept of strategy refers to the wisdom of choosing the approach and the efficiency of planning methods and techniques in one teaching on the learning. In short, teaching and learning strategies and planning refers to the determination of the Seta method of teaching techniques to achieve long-term objectives in an effective approach.

Summary

Model-based approach, principles or theories are beraksiomatik, rules-based approach to procedural characteristics, while the techniques are taught the skills of carrying out the method.

Teaching and learning strategies in close contact with the approach, methods and teaching techniques. It refers to a plan effective in determining the approach and selecting and organizing methods and techniques taught in a logical and systematic uantuk achieve optimum outcomes.

Activity is a new approach to learning emphasized modern education based on student activities. The concept of educational activity is also closely related to teaching and learning strategies.

A. Integration:Integration of teaching method and howmanage the program so that the varioussubjects and skills in the curriculummay be related to one another.This approach provides unity to theschool experience of students.

TEACHING APPROACHA. Integration:This approach is an inductive strategy designeddesigned to help students developtheir understanding of the various forms

knowledge, in addition to practice thinkingHigh on the information they are studying.This integrated model to see the students as aactively shape their conception oftopics being studied.

TEACHING APPROACHA.Integration:The purpose of the integrative approach is:to teach self-reliance and a solutionproblem depends on the self;to help students understand and appreciate the extent to whichsubjects and skills in school relates to aeach other rather than exist separately;

TEACHING APPROACHA.Integration:The purpose of the integrative approach is:to create a high level of student interestpersonal nature of learning and the individual.It seeks to situations in which studentscan learn what they want and needknow rather than what is specifiedin curriculum and

TEACHING APPROACHA.Integration:The purpose of the integrative approach is:To emphasize the learning process and not substancesubject content and skills alone.This approach to learning in the social valueswhere students are encouraged to learn in cooperativewith other students.

TEACHING APPROACHTwo.Inductive:In this approach the teacher providesexamples which have the concept andregulation of the same concept.However, the concept of regulation is notstated. Students will attempt to find an example-examples are given.

TEACHING APPROACHTwo.Inductive:Through questioning techniques, the teacher elicitedattributes criticaland non-criticalis an important feature and is not importantconcepts learned. Through these exercises,students will begin to understand the concept of the samethat there are in all instances.

TEACHING APPROACHTwo.Inductive:Teacher shows some examples and non examplesconcepts learned.Students must categorize the examplesis the example and not by example and

explain the reasons based on essential featuresregulation concepts that are being learned.

TEACHING APPROACHTwo.Inductive:An example of the inductive approach is as follows:A teacher teaching the animal to the class concept. Heasked students to provide numerous examples of animals.From the examples given by students, students are required toidentify the characteristics and not the characteristics of the animals.Then, animals were categorized into their respective groupsrespectively.The students made a general rule and concluded that the animalconsists of five distinct groups (mammals, amphibians, fish, reptilesand birds).

TEACHING APPROACHThree.DeductiveIn this approach, teachers begin with the rulesconcept, or a general statement of what willproved in the teaching sessions.Provides examples that give evidence of the regulationconcept. Attempts to elicit the important features and is not importantthe concept by asking pupils.

TEACHING APPROACHThree.DeductiveMore examples of teachers and non-examples of learned concepts.Students must categorize the examplesis the example and not by example andexplain the reasons based on essential featuresregulation concepts that are being learned.

TEACHING APPROACHThree.DeductiveAn example of the deductive approach is as follows:A teacher teaching Pythagorean Theorem topics inMathematics.First it describes the formula with respectto a right angle triangle. Then, hegive some examples and not examples. Further, thestudents are required to complete a few questions.

TEACHING APPROACH4.EKLEKTIF:Eklektif approach is a combination of methodsas a combination of inductive teaching approach anddeductive.

Page 1TOPIC 1ENVIRONMENTAL STUDYNordin TahirIPG Ipoh campus

Page 2Learn the concept of• Theory Urie Bronfenbrenner (a psychologist)have discussed the influence of the environmenton the growth and developmentof children.• He has introduced the System TheoryEcologicalNordin Tahir, Ipoh campus IPG2

Page 3• He said the child's environment consistsof the five systems are:a) Micro Systemsetting and environment is close towe are like family, friends, school, neighborsb) Meso System• interpersonal relationship with others• If your child has problems at home, a largelikely it will cause problems in school.Nordin Tahir, Ipoh campus IPG3

Page 4c) The system Ekso:• Experienceinsettingsocialthathave an indirect influence onfamilies and individuals on the system.• Examples of stress at workwill affect our relationship withchildren, indirectly and childrenwill feel less satisfied.Nordin Tahir, Ipoh campus IPG4

Page 5d) Macro System• System or belief and ideology of aculture.• Example: the legal system, educationd) The system Krono• Referstopatterneventinenvironment and the transition that occurs inlife for life.

• Example: the negative effects of divorce, crime,disaster, an accident that occurred onsociety.Nordin Tahir, Ipoh campus IPG5

Page 6• What aspect of the overall development of studentsconsists ofa) Learning Environmentb) Community LearningNordin Tahir, Ipoh campus IPG6

Page 7• There are two factors that influencelearning environment1) Psychosocialexample:- Tone of voice of a teacher- Polite (a polite way becakap)- Norms or behaviors that are acceptable- An environment conduciveLearning EnvironmentNordin Tahir, Ipoh campus IPG7

Page 82) PhysicalExamples of the table in class- The traditional- The form of cluster / cluster- Horseshoe shape- The form L- U-shapeNordin Tahir, Ipoh campus IPG8

Page 9Community Learning• Community learning is associated with reformschools.• In the context of the school learning communityprofessional has five elements, namely:1) Reflective Dialogue2) Public Practice (de-privatization of practice)3) Focus on the learning of students with4) Collaboration5) norms and values that are sharedNordin Tahir, Ipoh campus IPG9

Page 10Children's Learning Experience• Every child will gain experience fromWhat is done by himself.• Nature study will develop the mental andexperience of children.• There are three division of the learning experienceOptimum children, namely:i. Direct experienceii. Active involvement ofiii. Freedom Study•Nordin Tahir, Ipoh campus IPG10

Page 11Direct experience (First Hand Experience)• The experience usually involves the use of the senses, such as sensorytouch, smell, taste, see and hear.• This experience is also related to children's experiencechildren themselves. For example: when a child toucheswater heater in the kitchen, the child automatically will attract

hand because he felt hot.• Here, the children were using the senses of touchfeel the heat.• Experience of this kind will remind the child towill not touch something hot again. In noDirect the children have learned from their experiencesown.Nordin Tahir, Ipoh campus IPG11

Page 12Active participation (Active Involvement)• Children will learn through doing things.• Children who participate actively will have experiencemore than children who are not active or passive. To this end, itup to order their own child as well as support from parentsand teachers.• Children can participate actively to increaseexperience in terms of communication with friends, speakingbetter, the form of physical skills, more disciplined or know the limits andlimitations that they should abide in the things that they do.For example: a child who likes playing football with his friends ateach evening will have more friends and be able to develophimself from the physical and cognitive.• Compared with children who are only confined to the room,they do not have many friends, and this may belanguage skills affect the child.Nordin Tahir, Ipoh campus IPG12

Page 13Freedom Study• Every child has an interest, learning style and thinking styledifferent.• The experience they have found is determined howchildren learn and their interest in a matter.For example: a child who has a deep interestthe car will start to show their talents in the namethe types of cars will make itself known or modelhis own car.• The experience of these children will be further enhanced byrelated books, or they were taken away towatching car racing.Nordin Tahir, Ipoh campus IPG13

Page 14Role & Importance of PlayIn the Learning ProcessMain concept:• Main elements of volunteerism, intrinsic motivation, involvinginvolvement and active physical movement and haveaffecting the quality of the imagination (Pellegrini, 1995).• Play in a child is learning. Children instinctively likeplay and at the same time they learn throughplay.• The notion of children playing with adults isdifferent. Play in adults is to play. There are alsowhich makes playing as a profession, such as playing footballfootball, badminton and golf.• For children, two things will happen in the developmentof their social and cognitive.•Nordin Tahir, Ipoh campus IPG14

Page 15Importance of Play:According to Piaget (1962), with children playing, because:• Express ideas, feelings and emotions• Relax and play• Use of excessive force• Prepare yourself for the next stage of developmentincluding adult• Learn a variety of problem solving (cognitive,

manipulative,social)thatcontributetointellectual development• Involves learning across three domains: cognitive,psychomotor and social• cultivating a learning process• The formation of identity, self skills and valuesNordin Tahir, Ipoh campus IPG15

Page 16Importance of Play For Physical Development:• Moving the psychomotor• Increase physical skills - running,jumping, climbing• Increase the sense of ability and agility- Smell, touch• Enhance manipulative skills -fasten, paint, paste• Increase balance skills - swimming,respiratory controlNordin Tahir, Ipoh campus IPG16

Page 17Importance of Play For Sosioemosi Development:• Learn to interact positively• Learn to respect the rights of others• Valuing the environment• Respect for cultural valuesNordin Tahir, Ipoh campus IPG17

Page 18Importance of Play for Cognitive Development:• Hearing• Language• Reading• Discuss• ActingNordin Tahir, Ipoh campus IPG18

Page 19In Brief, The importance of play is:• Learn the concept of• Increase cognitive abilities• Foster innovative thinking, critical and creative• satisfy curiosity through exploration• Assist in resolving problems• Develop social skills• Understand the world around• Learning the language• Help students deal with feelings of anxiety and depression• Develop positive interpersonal skills• Cultivating a sense of responsibility• Learn the role of adultsNordin Tahir, Ipoh campus IPG19

Page 20Main category:Social Games:• Means of games played ingroup• Occurs in stages inchildren's development towardsmaturity of communityNordin Tahir, Ipoh campus IPG20

Page 21Types of Social Game• Play Unoccupied - not playing with anytools, but only in the play area• Solitary Play - play alone, regardless ofother• Play Onlooker - observing your friends to play• Parallel Play - play alone, using methodand the same instrument with friends and withoutdiscuss, share their own play equipment• Associative Play - play alone, butinteract, ask questions and borrow tools toa• Cooperative Play - play and work ingroupNordin Tahir, Ipoh campus IPG21

Page 22Cognitive Game type:• Symbolic Play- Using imagination and role play- Use an object or objects representing the role or rolestrue - learn about the role of the future, solvingproblem, appreciate the moral and cultural values• Play Function- Involves the response of muscle activity eg. throwing, throwing,knock- Using SPT. Box, wooden, ball- Has the repetition, manipulation, imitation, explorationNordin Tahir, Ipoh campus IPG22

Page 23• Play Constructive- Involves the construction of knowledge and know the world- Use materials to create an invention or creativity- A tool used not in original condition ttp.- To build something else• Main Regulatory- Involving formal game rulesset- Self-regulation can also be created together- Rules can be modified by location or area- Developing the child socially andemotional announcement. comply with the rules, take turns,respect for colleagues, communication, compromise, etc..Nordin Tahir, Ipoh campus IPG23

Page 24Main characteristics of• The active involvement• intrinsic motivation• Free to choose• Fun• Involving the adaptation process• Exploration• SimulationNordin Tahir, Ipoh campus IPG24

Dealing with Individual Differences in the Context of School:

Teachers can address the problem of individual differences in emphasis or give consideration to certain aspects of the planning or

carrying out teaching and learning activities. These aspects include:

A. Students understand the difference 

Important for teachers to understand the differences in students physically, mentally and emotionally. This understanding is very

important to teachers in order to provide appropriate services to students. This will avoid biased teachers.

Two. Understand student behavior 

Teachers need to understand the behavior of his students to understanding and good relations between students and teachers can

be achieved. Teachers will be more considerate and sympathetic to the students after understanding the behavior, abilities and

interests of different students. With the teacher to plan activities that can shape a desired behavior by providing appropriate guidance.

Three. Predict the behavior of pupils 

Forecast or predict response and behavior that may arise in any situation is important.For example, if there is a hyperactive students

in the class to be taught, what is probably the behavior that may arise when teachers teach? Teachers how to overcome these

problems? What is the reaction of other students may be led into the introvert? These questions may be assumed, and answered by

the teacher before the planned teaching and learning in the classroom.

4. Cognitive Style Differences and Learning Styles 

After several months the teacher was teaching in a classroom, he will be able to detect cognitive styles and learning styles of different

students with different ¬. Some people like to learn to use audio, some visual, some global information processing and some

analytically. It should be understood so that teachers can provide learning materials that are appropriate.

Five. Designation of teaching and learning objectives 

Due to different levels of intelligence among the students, in developing teaching and learning objectives, teachers should take the

appropriate objectives with students.Teachers also need to provide training or different activities for different ability groups, so

students do not continue to remain slow and that can not get bored.

6. Approaches, strategies, methods and techniques 

Teachers need to use appropriate strategies and approaches such as group activities, to treat students differently. Group activities

are very suitable for implementation as students in a different class in terms of capacity. By doing a group activity, intelligent students

who can help students weakened.

7. Diversify teaching aids 

Teachers need to use various teaching aids. The materials also must be appropriate and can be used by all students. Teachers need

to avoid the use of materials that some students can not use it.

Eight. Provide remedial and enrichment programs 

Teachers need to plan and provide rehabilitation programs to help them overcome learning problems encountered so that the learning

problem is not gathered up to that level can not be revived. While for intelligent students, the enrichment program that many have

given so that they are not tired of learning.

9. Plan alternative activities 

Sometimes teachers consider teaching and learning activities planned for the very appropriate and consistent with the objectives to

be achieved. However, during implementation, teachers find methods or techniques, strategies, and approaches used are not

compatible with some of his students. This situation will cause teachers to be completely wrong and not know what to do. But if the

teacher has to plan alternative activities other than that in the lesson plan, he may make an immediate modification of any need.

10. Always compromise 

Teachers must understand that every student is unique and different. Therefore teachers should always be well tolerated by the

students under any circumstances. For example, teachers have to plan teaching and learning activities deemed most appropriate

after considering the matters described above, but still there are students who are unable to achieve the learning or worse, there are

some extrovert disruptive students while the teacher in teaching it. If confronted with this, teachers should bear the hassle of serving

his students.

Dealing with Individual Differences in the Context of School:

Teachers can address the problem of individual differences in emphasis or give consideration to certain aspects of the planning or

carrying out teaching and learning activities. These aspects include:

A. Students understand the difference 

Important for teachers to understand the differences in students physically, mentally and emotionally. This understanding is very

important to teachers in order to provide appropriate services to students. This will avoid biased teachers.

Two. Understand student behavior 

Teachers need to understand the behavior of his students to understanding and good relations between students and teachers can

be achieved. Teachers will be more considerate and sympathetic to the students after understanding the behavior, abilities and

interests of different students. With the teacher to plan activities that can shape a desired behavior by providing appropriate guidance.

Three. Predict the behavior of pupils 

Forecast or predict response and behavior that may arise in any situation is important.For example, if there is a hyperactive students

in the class to be taught, what is probably the behavior that may arise when teachers teach? Teachers how to overcome these

problems? What is the reaction of other students may be led into the introvert? These questions may be assumed, and answered by

the teacher before the planned teaching and learning in the classroom.

4. Cognitive Style Differences and Learning Styles 

After several months the teacher was teaching in a classroom, he will be able to detect cognitive styles and learning styles of different

students with different ¬. Some people like to learn to use audio, some visual, some global information processing and some

analytically. It should be understood so that teachers can provide learning materials that are appropriate.

Five. Designation of teaching and learning objectives 

Due to different levels of intelligence among the students, in developing teaching and learning objectives, teachers should take the

appropriate objectives with students.Teachers also need to provide training or different activities for different ability groups, so

students do not continue to remain slow and that can not get bored.

6. Approaches, strategies, methods and techniques 

Teachers need to use appropriate strategies and approaches such as group activities, to treat students differently. Group activities

are very suitable for implementation as students in a different class in terms of capacity. By doing a group activity, intelligent students

who can help students weakened.

7. Diversify teaching aids 

Teachers need to use various teaching aids. The materials also must be appropriate and can be used by all students. Teachers need

to avoid the use of materials that some students can not use it.

Eight. Provide remedial and enrichment programs 

Teachers need to plan and provide rehabilitation programs to help them overcome learning problems encountered so that the learning

problem is not gathered up to that level can not be revived. While for intelligent students, the enrichment program that many have

given so that they are not tired of learning.

9. Plan alternative activities 

Sometimes teachers consider teaching and learning activities planned for the very appropriate and consistent with the objectives to

be achieved. However, during implementation, teachers find methods or techniques, strategies, and approaches used are not

compatible with some of his students. This situation will cause teachers to be completely wrong and not know what to do. But if the

teacher has to plan alternative activities other than that in the lesson plan, he may make an immediate modification of any need.

10. Always compromise 

Teachers must understand that every student is unique and different. Therefore teachers should always be well tolerated by the

students under any circumstances. For example, teachers have to plan teaching and learning activities deemed most appropriate

after considering the matters described above, but still there are students who are unable to achieve the learning or worse, there are

some extrovert disruptive students while the teacher in teaching it. If confronted with this, teachers should bear the hassle of serving

his students.

Page 1FUNCTIONS OF INTEREST IN THE WAY OF THINKING SternbergINSTITUTIONS OF HIGHER EDUCATION1Yee Mei Heong,2Nurul Nadiah Bt Adam,3Tee Tze Kiong,1 & 2Universiti Tun Hussein OnnMalaysia,3UPSI, Malaysi a. mhyee@uthm.edu.myAbstract:.It is generally known that every individual has their own style of thinking.Style in question is the priority of the thinking styles (Sternberg, 1997). It is not aability, but how we use our existing capabilities. Grigorenko, and Zhang(2008) view that the style of thinking is the difference in the approach to a taskand disagreement with their abilities. People have the function of styleThink differently. Type of Thinking Style and function are two aspects of diversity of thoughtimportant in teaching and learning process. The lecturers and students needknow the strengths and weaknesses and thus able to achieve excellence in the processteaching and learning and in life. In this regard, a study of the

Sternberg Thinking Styles function of interest in higher education institutions are planned tothe above purposes. This article present preliminary ideas. Important elements that have beenThe functions identified in Sternberg Thinking Styles include: (a) The legislative style, (b) Executive Style,and (c) Style of Justice. This article talks also touched on the definition, types and styles of thoughtthink. In addition, this article also try Sternberg Thinking Styles Model (1997) andSternberg Thinking Styles function of interest in higher education institutions.Keywords: Thinking Style, Function of Thinking Style, Model Sternberg Thinking Styles, Teaching andlearning.1.0IntroductionThe man created by God as a caliph, or leader on this earth hasvarious benefits and advantages compared with other creatures. Advantages andThis privilege is because human reason given. Fikiranlah mind that distinguishes aqualitative, between humans and animals. Intellect or mind is the source of intellectual knowledge (intellectualknowledge) that produce knowledge through a process of thinking and reasoning mind.Through which people can make reasoning (rationalize), establishing the concept of (conceptualize),understand (comprehend) and others (Ghazali, 2000).Thoughts generated was due to the situation of doubt or problems arise.Thought is a psychological activity that is used to solve problems in situationsencountered. Thought is the basis of the educational process and not an educator who willdeny that the development of mathematical thinking is not important. The concept of thinking may beformulated as a process that uses the mind to find meaning and resolutionof a concern or problem that may arise by using a variety of waysmake judgments and decisions as well as logical and reasonable reflection of the processexperienced.The ability to think clearly is very important. Educators should be aware thatas the country faces a future full of competition, education is the naturefuturistic, the educator should be able to provide our young generation to facethe challenges of the future. In addition, educators need to create a generation of knowledge forthink, act and produce something useful based on a global scope andlatest technology, and able to cope with the development of wave and current changes

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2(Mohamad, 2003). Educators are always looking for a suitable basis for teaching how tolearning process can occur effectively.It is generally known that every individual has a style of thinkingown. Is defined style of thinking style preferences. It is not an ability,but how we use our existing capabilities. The individual's thinking styleis different. For example, some like to make their own decisions and do not want to followdictates of others, some like to act according to what was ordered, some likeanalyzed a carefully before doing things and many more styles of thinkingmultiform. Thus, each individual must find a style of thought and ability who ownedby them so that they can be used as the yardstick in improving their performance.Thought important to educators and students to meet the challenges of the information age,adapt to the changing workplace and maintain a democratic system.However, each student has different abilities, they should be treatedthe same whether the student is late or clever.In general, based on plans that have been established by the government,the importance of education and excellence is emphasized in the vision toward 2020.Studies on the aggressive style of thinking outside the country, especially in the west. However, thepassion for conducting research in the field of thought is still lacking in Malaysia.So thinking style aspects should be emphasized to realize the objective of Philosophy of EducationWhere national development potential of individuals in a comprehensive and integrated approach toemphasized in the education system so that students are able to achieve success in eitheracademic and daily life.2.0ThoughtCritical thinking in everyday life. How can one think influence theirshaping a person's life. Thought to have come under review since the days of Plato and Aristotle.As Aristotle said that man has much in common with animals.Characteristics that distinguish humans from other animals is rationality, which is the ability to think.Normally, the thinking associated with the brain. Thought assumed as 'silent speech' (silentspeech) like to talk to yourself without a reference. Thinking is a mental processrequires knowledge. It involves the treatment of certain mental skills anddirected towards solving problems.In other words, thinking is the effort to examine and consider an item of information

carefully based on certain criteria. Thinking is mental activity in whichknowledge acquired and processed by the inference process. According to Islam, think iswatching the mind functions to brain power to work and operate. Thoughtformulated as a process that uses the mind to find meaning and resolutionof doubts or problems that arise with the use of various means of makingjudgments and decisions as well as a logical reflection of the processes involved.2.1 Process ThoughtIn general, thinking is a process that involves the treatment of mental operationscertain acts in the mind of a person with a view to solving problems and makingdecision. Thought process is "operations that occur in individual mental," in whichthe formation of concepts and principles. The process of understanding, problem solving and makingdecision requires a creative individual mental operations (Shuhmy, 2008).

Page 332.2 Type of ThinkingAccording to Munir and Azlena (2002), there are many styles of thinking has been identified by primary careexpert thinking skills that can be applied to help solve problems and makedecisions in daily and professional life. There are four general types of thinking:(A) Critical Thinking(B) Creative Thinking(C) convergent thinking(D) divergent thinking2.2.1 Critical ThinkingCritical thinking is reflective thinking, the thought and giveserious consideration about something. According to Bloom's Taxonomy (1956), critical thinkinginvolves three types of mental activity, such as analysis, synthesis and evaluation. The purpose of teaching thinkingcritical is that individuals may think in a fair, objective and is always clear and precisein his actions (Shuhmy 2008). Critical thinking is a form of thinking is notonly accept or agree on something. It is criticized. Individuals withcritical thinking will provide advance notice of any matter or issuediscussed before giving their opinion. People who have this thought alsovery careful in making a choice because they do not easily accept thingsthe whole.2.2.2 Creative ThinkingCreative thinking as a creative production, as a result of students tested in accordance with criteriato determine whether the results truly creative or original. This thinking is a behavioralbehavior and thought a great man, can do whatever you want. In fact, in

critical condition at all, people are still able to prove its ability to solve aproblem. Therefore, the age effect. This is because in logic, when agean increase, it also increased the level of knowledge and influence the level ofcreativity. However, creative thinking must be based on the experience manipulationand existing knowledge. Through the experience and knowledge he possessed, awill be working on several input ideas in multiple perspectives and dimensions forcreate new ideas or better results than before in making decisions andsolve the problem.2.2.3 convergent thinkingConvergent thinking is the power of thinking allows one to use knowledgeexisting integration logic and order to produce a common idea or answer.This thought refers to the ability to focus in a direction to find an answer. Inconvergent thinking, an individual is applying his knowledge and the rules andprinciples in an effort to find the one most appropriate answer. A person whoconvergent thinking are often able to solve problems that require an answercorrect. These people also do not like to guess and will not try to answer something that is uncertain.2.2.4 divergent thinkingDivergent thinking requires many and varied answers. It is also known ashorizontal or lateral thinking that the problem can be solved in various ways. Individual

Page 44who have thought this would work to formulate and analyze allproblem that there is, find sintesisnya, and do the assessment. This kind of thinkingalso encourages creative thinking and more suitable for use in the arts and huministik.In divergent thinking, experience or knowledge and new ideas are used simultaneously tosolve the problem by providing a variety of possible answers. It is deemed the answerthe answers given are logical and acceptable.2.3Thinking styleSternberg (2008), Grigorenko (2008) and Zhang (2008) explained that the style of thinking isdifferences in the approach to a task and disagreement with the abilitytheir view, learn and think. According Zbukovec and Grum (2004), the patternthinking is defined as a priority way of thinking. It is a combination of global (global),local (local), liberal (liberal), internal (internal), external (external), and conservative thinking styles.The concept of diversity of style means that the difference in context and may be trulyreflect the need for an identity which can be questioned about the essencethe individuality. Through research done by Garcia and Hughes (2000), research

wide range of styles has been developed by the model emphasizes many different cognitive concepts,approach to learning, synthesis of learning and thinking styles.The concept of cognitive style emerged from the efforts in the field of psychological differenceshuman cognitive behavior. When a particular cognitive behavioral differences occur inalmost stable condition in an individual, then the label given to the cognitive styleconduct title (Azizi, 2005).Cognitive style is a bridge between the cognitive or the determination of intelligence and personality.There are several types of cognitive styles that have been classified by psychologists, includingare as follows:i. Field-Field-dependent versus independentii.Conceptualization styleiii. Generality Categoryiv. The concept of differencev. Leveling the opponent Sharpening (Sharpening vs Leveling)vi. Scanning (Scanning)vii. Reflex versus impulsiveviii. Risk taking versus carefulix. Tolerance for Strange Experiencex. Versus convergent thinking divergent thinking2.4Sternberg Thinking Styles Model (1997)According to Sternberg (2007), style of thinking is not an ability, but more towards howuse of existing capacity in an individual. Every individual is notstyle, but more to the profile of a style.An organization or government can organized in many different waysbut all require at least three different functions. They need todraft, they need to implement legislation enacted. In addition,they need to judge whether the formulation is consistent with their principles, and ifconsistency, the individual will act on the legislation.Sternberg (1997) Thinking Styles Inventory produce Sternberg-Wagner (Sternberg-WagnerThinking Styles Inventory 1997) to enable an individual to identify the function of style

Page 55think yourself. He concluded that there are three functions of thinking styles that exist ineach individual, namely:

(I)Style Legislature (Legislative Styles)(Ii)Executive Style (Executive Styles)(Iii)Style of Justice (Judicial Styles)2.4.1 Style Legislature (Legislative Styles)Individuals who are categorized in the Legislature is a person who likes to make thingsaccording to their own style and own rules. They like to create, menformula andplan of things. In general, they are those who like to make regulationsown. Legislative individuals prone to problems that are not tied to anything butmore to their own problems can be solved.Individuals who are categorized in the style is also more creative and tend toactivities such as writing, design projects and create new business. This is because individualcreative not only require the ability to produce new ideas but also a desire toimplement it. The Legislature has specified the likes and dislikesshown in Table 1Table 1: The preferred and not preferred by The LegislativePreferredNot Liked(A) In School• Writing creative essays(A) In school• Write an essay onteachers facts or index finger• Write a short story• Formulate a short storyother• Composing a poem andpoem• Remembering the poem and the poem• Composingendalternative to astory• Bearing in mind the role of characterthe story of the existing• Solveproblemmathematics• Solveproblemmathematics in the book

• Creating a science project• Making a science experimentin which each step has beenarranged• Write about itthe next is impossible• Remembering the past• Draw original art workfor the choice of a• Draw a house or cara person or whateverpainting as directed.(B) at Work• Decide whatshould be made(B) at Work• Create tasksarranged• Instruct• Receive instruction• Makingdecisionagainst company policy• Told to followcompany policy

Page 66• designing a system forcomplete the assignment• Implement a system thatavailable forcomplete the assignment• Decide whoshould be appointed• orientation appointmentemployees in accordance with policy(C) At Home• Decide the type anddining(C) At Home• Prepared dishesplanned• Memutuskna direction on

Saturday night• Book a place that hasdecided by the couple todinner• Decide whowill be invited to the party• Prepare and sendparty invitation• Limit the number of children• To push the limit to the number ofchild• Decide the destinationfamily holidays• As required by the vacationthe desired family2.4.2 Executive Style (Executive Styles)According to Garcia and Hughes (2000), Functions of the Executive Style (Executive Function) included in theperform, not in cognitive planning or other activities. A person with Function StyleExecutive Director (Executive Function Type) preferred task or project that requires the followingrules or solutions that have been completed distrukuktur. They like activities that have beenexplained in detail as algebraic solution, giving lectures and others.Individuals who have executive style, love to do as guidance onwhat should be done them. These people like to follow the regulations andprone to problems that have been structured. They like to fill a vacancy onthings that have existed than create new ones. Some of the activities they like tosolving mathematical problems, apply the rules in the problem, and give opinionsbased on the ideas of others.They will follow instructions and specific instructions. They tend toproblems that have been designed for them and like to follow orders. Therefore, the combinationthe Legislature and the Executive is a combination of a strong group. This is because theLegislature will give instructions while the Executive will follow all instructionsgiven. Thus, the Executive will be attracted to the job as opposed tothe Legislature. Some examples of jobs that tend to interest the Legislature is the police,government officials, doctors, soldiers and others.

Page 772.4.3 Style of Justice (Judicial Styles)

Those who have style like evaluating a Justice regulationsand all other matters. This group likes to do activities such as writing a critique, giveview, evaluate people and how they work, and also evaluating programs.In addition, these people also tend to the problems that can be analyzed and evaluated bythem about the idea. They liked to evaluate the structure and content of anything that should be evaluated. Bythat people with this style should be trained and taught how to correct forevaluate things very well. Table 2 shows what likes and dislikesby the judiciary.Table 2.: The preferred and not preferred by the evaluators Style JusticePreferredNot Liked(A) In school• Compare and contrastliterary characters(A) In school• Bearing in mind the characters in theliterature to do andwhen• Analyze the plot or themeabout a story• Write a story frombeginning• Assess what is right and wrongscientific theories orexperiment• Memformula scientific theory orexperiment• Correction of other people's work• To receive assessment from the teacherno reason to be rated• Analyze the reasons for warstart• Remembering the war date• Analyze strategiesused by a groupsports• According to the coach's orders withoutunderstand• Analyze the meaning of worka good painting• Create an original art work• Find errors in

mathematical proof• Remembering the proofmathematics(B) In the Works• Evaluate the business plan(B) In the Works• Involved with the presentationbusiness plan forimplemented• Judge the quality of worksubordinates do• Assist subordinatesweaker• Analyze the strengths andweakness of a campaignadvertising• Create an advertising campaign• Making decisions sumsshould be distributed• Told how the money willdistributed from the unit itself

Page 88• interviewing candidates for thework• Forced to hire workersthat a candidate• Comparing two papersproposal should berequired by the company• Write a proposal contract2.5 Importance of Thinking Style FunctionsSternberg Thinking Styles function bring interest to many parties. Among them areas follows:2.5.3 LecturerLecturers are able to identify functional elements Sternberg Thinking Styles available and candetect differences between the sexes, departments and positions and so forth. In addition,lecturer also teaching strategies that match students' thinking styles toimprove the effectiveness of teaching and learning process to make the lecturercaliber. Lecturers can also help to achieve excellence by providinglesson plan that meets the needs of students. For example, lecturers can

distribution of students with different thinking styles that complement each other incomplete their assignment.2.5.4 StudentsThinking Style function can give importance to public higher education institution.It can help students learn to use the function that Sternberg Thinking Stylesprovide a beneficial effect on their academic achievements. In addition, students can alsoidentify ways or styles himself think in doing a task. In addition,having students identify the styles of thinking themselves, they will try to rectify weaknessesthemselves so that students can identify the strengths and weaknesses. With this, they caneffective learning strategies. For example, a combination of team members who have a stylecomplementary thought capable of producing quality work and learning environmentfun. This is because all members will contribute expertise in solvinga task.2.5.5 ManagementSternberg Thinking Styles function is also able to bring interest to the managementhigher education institutions. When all parties in public institutions function to identify dapt StyleSternberg think that exists among them, the administration and managementsmoothly. The top can take more meaningful action.2.5.6 Teaching and Learning (P & P)Function Sternberg Thinking Styles also have a big impact on teaching andlearning in public institutions. When the lecturers are able to identify patterns of low functionThink that exists among their students, they will deliver knowledge9mengikuit compatibility of existing and vice versa with the students. Both sides will try toimproving their weaknesses when both parties are able to identify the pattern styletheir thinking.