Learning Theory Behavioristik
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A person deemed to have learned something if he can show changes habits. According to the theory in this study is an important stimulus in the form of input and output in the form of the response. Stimulus is what is given to teachers learning, while the form of reaction or learning response responses to the stimulus provided by these teachers. The process that occurs between stimulus and response is not to be important because it is not observed and can not be measured. and that received by leaners (response) must be observed and measured. This theory of the measurement, the measurement is an important thing to see happen or not changes in behavior.
Other factors that are considered important by mainstream behavioristik is strengthening factors (reinforcement). When added to the (positive reinforcement) then the response will be strong. Similarly, if the response was reduced / eliminated (negative reinforcement) and also the stronger response.
Learning Theory According to Thorndike
According to Thorndike, learning is a process of interaction between stimulus and response. Stimulus is what stimulates the occurrence of learning activities such as thoughts, feelings, or other things that can be captured through a sense organ. While the response is a reaction that appear when the students learn, which can also be thought, feeling, or movement / action. So change behavior due to concrete learning activities can be concrete, namely that can be observed, or that is not concrete that can not be observed. Although behaviorism is the flow measurements, but can not explain how to measure the behavior that can not be observed. There are three main legal study which, according to the Thorndike (1) the effect of law, (2) law and practice (3) legal readiness (Bell, Gredler, 1991). Third law explains how certain things can strengthen the response.
According to Watson
Watson defines learning as a process of interaction between stimulus and response, but the stimulus and response is a must can be observed (it) and can be measured. So even though he acknowledges the existence of mental changes in a person during the learning process, but he considers these factors as it is not necessary because it can not be observed. Watson was a pure behavioris, because studies on learning balanced with other sciences such as is focused on empirical experience only, namely the extent to which can be observed and measured.
Clark Hull also uses a variable relationship between stimulus and response to describe the study. For
That is a combination of stimulus-stimulus accompanied by a movement that, at the time will likely arise again, followed by the same movement (Bell, Gredler, 1991). Guthrie also uses the variable stimulus and response relationship to describe the occurrence of the learning process. Learning occurs because the last movement of the stimulus to change the situation while there is no response that can occur. Only a strengthening of the protection of the new study does not lose in order to prevent the road with the acquisition of new responses. Relationships between stimulus and response is temporary, because in the learning activities need to be given as often as possible so that the stimulus and the stimulus response relationship is more solid and settled. Guthrie also believe that the punishment (punishment) play an important role in the learning process. The punishment provided in good time will be able to change the behavior of someone.
Feedback from the main theory of this is teachers should be able to assosition stimulus response appropriately. Learnes should be doing what should be. In managing the classroom teacher may not provide a task that may be ignored by the child (Bell, Gredler, 1991).
Concepts that Skinner statment learn more about the concept surpass the previous figures. According to Skinner the relationship between stimulus and response that occurs through interaction with their environment, which then cause changes in behavior, not simply a figure cited by the previous figure. According to the response received is not simply that, because of stimulus-stimulus given would mutually interact and the interaction between the stimulus will affect the resulting response. The response has consequences. Consequences that this will affect the emergence of behavior (Slavin, 2000).Therefore, in understanding the behavior of a person must correctly understand the relationship between the stimulus with one another, and understand concepts that might appear and the consequences that may arise due to response.Skinner also points out that by using mental changes as a tool to describe the behavior will only increase the complexity problem for each tool that is used need more explanation, and so forth.
The behavioris explains that learning as a process of change in behavior reinforcement and punishment in which a stimulus to stimulate in learners behave. Educators who are still using the framework behavioristik usually prepared with a plan for curriculum content knowledge into small sections that are marked with a particular skill. Then, the parts are arranged hierarchically, from the simple to the complex (Paul, 1997).
. View behavioristik theory has long held by the educators. . But of all the existing theory, the theory Skinnerlah the most far-reaching study of the development of the theory behavioristik. Learning programs such as the Teaching Machine, Learning berprogram, modules and learning programs that stand on the concept of stimulus-response relationship and the important factors brace (reinforcement), is a program of study to apply the theory presented Skiner.
Behavioristik many theories are often criticized because it is not able to explain the situation to study the complex, because many variables or things related to education and / or study that can be changed to a stimulus and response relationshipTheory is not able to explain the irregularities, the irregularities occurred in relation to stimulus and response.
View less behavioristik also can explain the variations in levels of emotional learners, even though they have the experience of the same. This view can not explain why the two children who have the ability and experience of the relatively equal, the habits against a different lesson, as well as in selecting the task is very different levels of complexityThey do not consider the influence of the mind or feelings that bring together the elements that are observed.
Theory behavioristik direct learners also tend to think linier, convergent, not creative and not productive. View this theory that learning is the process of forming or shaping, namely learner bring to or reach a certain target, which makes the students not free to create and berimajinasiWhile many factors that affect the learning, the learning does not just forming or shaping.
Skinner and other figures support the theory behavioristik really do not recommend use of punishment in learning activities. However, what they call the brace negative (negative reinforcement) tend to restrict learner to think and imaginations.
According to Guthrie punishment play an important role in the learning process. However, there are several reasons why Skinner did not concur with the Guthrie, namely:
1. The influence of punishment to change behavior is very temporary
2. Psychological impact that may be bad will be solving (be part of the soul of the condemned) if the punishment lasts long
3. The punishment of the condemned encouraged to seek other ways (even if wrong and bad) that he freed from punishment. In other words, the punishment can be sentenced to encourage the other things that sometimes worse than the errors it produces.
Skinner believes more to what is called the negative brace. . Brace negative is not the same as punishment not same located on the punishment should be given (as stimulus) response that appears to be different from the responses that have been there, while the brace is negative (as the stimulus) should be reduced in order to respond the same to be the stronger. . For example, a need to learners punished for an error. If learners is still just an error, then the penalty must be added.But if something does not enjoyable learners (so that he make a mistake) was reduced (not added) and this encourages learners to fix the error, then this is called negative reinforcement. Opponent's negative reinforcement is positive reinforcement (positive reinforcement)However, the difference is positive the brace, while the brace is negative in order to strengthen the response.
Psychological study of the flow of very large influence on the direction of development theory and practice of education and learning up to now is the flow of behavioristik. This emphasizes the flow of manner it behavior which appears as a result of the study. . Theoretical model of relationship with behavioristik respon of stimulus, seat of the study as a passive individual. Response or behavior of a particular method using the drill or habitual only The emergence of behavior will be more powerful when given reinforcement and disappears when the punishment was.
Applications behavioristik theory in learning activities depends on several things such as the purpose of learning, the nature of learning materials, characteristics learners, media and learning facilities available. Learning that is designed and stand on the theory that looked behavioristik knowledge is objective, surely, still, does not change. Knowledge has been structured with a neat, so that learning is the acquisition of knowledge, while teaching is the knowledge (transfer of knowledge) to people who study or learners. Function of mind or thought is to trace the structure of knowledge that have already thought through a process that can be analyzed and chooshed, so that the meaning resulting from the process of thought as this is determined by the characteristics of the structure of knowledge. Learners expected to have the same understanding of the knowledge taught.That is, what is understood by teachers or teachers that must be understood by students.
Similarly in learning, learners regarded as passive objects that need motivation and reinforcement from teachers.Therefore, teachers develop a curriculum with the standards specified in the learning process that must be achieved by the learners. So also in the process of evaluation learners study measured only on the things that real and can be observed so that the things which are not observed be reached in less evaluation process.
Behavioristik implications of the theory in the learning process is felt to provide less space for the free learners to create, exprimentation and develop their own abilities.Because the system is automated learning-in the mechanical stimulus and response so that it seemed like a robot or machine performance. As a result learners less able to develop in accordance with the existing potential in themselves.
Because the theory behavioristik consider that knowledge has been structured and neatly organized, the learners or people who must learn to face the rules that clearly defined and are strictly first. The habit and discipline to be essential in learning, so learning more associated with the enforcement of discipline. Failure or inability of knowledge in addition classified as errors that need to be punished and the success of learning ability or behavior considered as reasonable given the prize. Similarly, adherence to the rule is seen as determines the success of learning Learners or students who are objects behave in accordance with the rules, so that the control must be held by the learning system that is outside oneself learners.
The purpose of learning the theory behavioristik on the addition of knowledge, while learning activities as a "mimetic", which requires learners back to reveal the knowledge that you have learned in the form of reports, quizzes, or tests. Serving of the content or material on the subject emphasize of skills the accumulation of isolated facts or the sequence of part to whole. Learning to follow a strict curriculum sequence, so that more learning activities based on the text books / books with emphasis on the mandatory skills back to reveal the contents of text books / books is required. . Learning and emphasizes the results of the evaluation study.
The evaluation emphasizes the passive response, skills separately, and usually use paper and pencil test. Evaluation results of the study the correct answers. That is when learners said the "correct" according to the wishes of teachers, this indicates that learners have completed the task of learning. Evaluation study is seen as a separate part of the learning activities, and is usually done after completing learning activities. This theory emphasizes the evaluation of the ability learners individually.
Refrences
Gage, Berliner "http://www.id.wikipedia.org/wiki/Belajar 2002" diakses tanggal 15 april 2009.
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