this is about LEARNING THEORY

2. 
In General
Learning is a process attempts person to obtain a new
behavior changes as a whole, as a result of his own
experience in the interaction with the environment.
What is a Learning?

3. 
Yes should, Why you should Learning Theory?
Because Of ... ..
1. Practice without theory could lead to an activity no
direction and ineffective.
2. The theory has a position as a reference or conceptual
basis for the effectiveness of an activity
3. Learning activities need to pay attention to existing
theories in order to optimize the potential of learners.
You Should Learning
Theory?

4. 
Learning Theory Theory of Learning
"how individuals learn" "how to influence people to learn
effectively"
Scope; variables determining learning
outcomes
Scope; set the learning method.
Descriptive, although it could be seen
as prescriptive theory.
Prescriptive, although it could be seen
as a descriptive theory.
results "individuals can learn optimal" results "individuals can affect other
people learn effectively"
Theory of Learning is not the
same as Learning Theory

5. 
BEHAVIORISME
KOGNITIVISME
HUMANISME
SIBERNETIK
Some of Learning Theory

6. Learning Changes in behavior
The learning process is complex weakness
unexplained
The assumption of "stimulus-response" is too
simple
Stimulus Process Response
strengthening
strengthening

7. 
1. Determine instructional objectives
2. Analyze the classroom environment that exists
today, including identifying "entry behavior"
students (students' prior knowledge)
3. Determining the subject matter (subject, topic)
4. Break down the subject matter into small sections
(sub topic, sub-topic)
5. Presenting the subject matter
6. Provide stimulus in the form: question , test ,
training , tasks
Aplication of Theory
Behaviorisme

8. 
7. Observe and assess the responses provided
8. Provide reinforcement / reinforcement (positive or
negative)
9. Provide new stimulus
10. Observe and assess the responses provided
(evaluating learning outcomes)
11. Provide reinforcement
12. etc

9. Learning to change the perception /
understanding
A B C D
A, B, C, D Student cognitive
structure
The Weakness, is closer to psychology
hard look "cognitive structures" that exist in each
individual

10. 
1. Determine instructional objectives
2. Choose the subject matter
3. Determine the topics that may be studied actively by
students
4. Defining and designing learning activities suitable
for the topics to be studied students.
5. Prepare questions that can stimulate creativity of
students to discuss or ask
6. Evaluate the process and outcomes of learning
Aplication of Theory
Kognitivisme
(Piaget)

11. 
1. Determine instructional objectives
2. Choose the subject matter
3. Determine the topics to be studied inductively by
students
4. Looking for examples, assignments, illustrations,
which students can use to learn
5. Set the lesson topics: simple to complex and enaktif
to iconic symbolic
6. Evaluate the process and outcomes of learning
Aplication of Theory
Kognitivisme
(Brunner)

12. 
1. Determine instructional objectives
2. Measure the readiness of students (interests, abilities,
cognitive structure)
3. Choose the subject matter and arrange them in the form
of presentation of key concepts
4. Identify the principles that must be mastered students of
the material
5. Presents an overall view of what is to be learned
6. Create and use the "advanced organizer“
7. Giving a focus on the relationship between existing
concepts
8. Evaluate the process and outcomes
Aplication of Theory
Kognitivisme
(Ausubel)

13. 
Learning Humanizing Human
The Weakness is Closer to the philosophy of the
education
HUMANISTIK
Experience
Science

14. 
1. Determine instructional objectives
2. Determining the subject matter
3. Identify "entry behavior" students
4. Identify topics that allow students to learn actively
(experience)
5. Designing a vehicle (environment, media, facilities,
etc.) which will be used by students to learn
Aplication of Theory
Humanistik

15. 
6. Guiding students learn actively
7. Guiding students understand the nature of the
meaning of their learning experience
8. Guiding students to make the experience of
conceptualization
9. Guiding students until they are able to apply new
concepts to new situations
10. Evaluate the process and outcomes of teaching and
learning

16. Learning Learning Processing
Information
The weakness, only emphasis on system
information of material
System
Information
Heuristik
Algoritmik

17. 
1. Determine instructional objectives
2. Determining the subject matter
3. Examine the system information contained in these
materials
4. Determine the learning approach: Algorithmic?
Heuristics?
5. Develop subject matter in order according to their
information systems
6. Presenting the material and guide students to learn the
pattern that corresponds to the order of the subject matter
Aplication of Theory
Sibernetik