TASK 9

Learning Theory

About

“Information Processing in Learning”

Lectures

Mursyid Ridha S.Ag., M.Pd

By:

Azahra Hardi Cusinia

19006069

GUIDANCE AND COUNSELING

FAKULTAS ILMU PENDIDIKAN

UNIVERSITAS NEGERI PADANG

2020
 Information Processing in Learning

1. Concepts of Sensation, Attention, Perception and Memory.

a. Sensation

Jalaluddin Rakhmat (2008: 49) states that the earliest stage in

receiving information is sensation. The sensation comes from the word

"sense", meaning sensing tool, which connects the organization to its

environment. Dennis Coon (in Mercy, 2008: 49) states, "if the sensory

devices change information into nerve implants with language understood

by the (computer) brain, the process of sensation occurs.

Benyamin B. Wolmen (in Grace, 2008; 49) also defines sensation

as an immediate elementary experience, which does not require verbal,

symbolic, or conceptual decomposition, and is particularly related to

sensory activity.

b. Attention

Sumardi suryabrata (2012: 14) cites the understanding of Attention

in Stren, 1950 and Bigot 1950, he explained that attention is the

concentration of psychic energy directed at an object. Sumardi also stated

that attention is more or less awareness that accompanies something that is

done.

Kenneth E. Andersen (in Jalaluddin Rachmat, 2008: 52) states

"attention is a mental process when stimulation or stimulation sequences

weakened.

Syamsul Yusuf and Nani M. Sughandhhi (2011: 87) explain four

ways of attention, namely:

1) Selective attention, which is focusing on specific aspects that

are relevant, and ignoring other aspects that are not relevant.

2) Attention is divided, namely the concentration of more than

one activity at the same time.

3) Maintenance Attention, namely the ability to maintain attention

to selected stimulation for a long period of time.

4) Executive attention, which includes planning activities,

allocating attention to goals, compensation and wrong

detection, monitoring the progress of tasks, and difficult

circumstances.

c. Perseption

Jalaluddin Rakhmat (2008: 56) states that what determines

perception is not the type or form of stimulation, but the characteristics of

people who respond to that stimulation.

Krech and Crutchfield (in Rachmat, 2008; 56) formulate the

argument of first perception; perception is functional selective. This

proposition means that objects that are under pressure in our perception
 are usually objects that fulfill the purpose of the individual doing the

perception.

Gestalt psychologists, such as Kohler, Wartheimar and Koffka (in

Grace 2008: 58) formulated perceptual principles that were structural.

These principles became known as the Gestalt theory. According to

Gestalt theory, if we perceive something, we perceive it as a whole. We

don't see the parts, then we put them together.

d. Memory

Syamsul Yusuf and Nani M. Sugandhi (2011: 89) defines memory as

the memory of past information. Memory is the center of mental life and

thinking, teenagers need to store information and call back if needed.

Information processing involves three activities, namely (1) coding

(entering information into memory), (2) storing (storing information at all

times), and (3) recalling (removing information from storing).

Schlessinger and Groves (in Rakhmat, 2008; 62) state that memory is

a highly structured system, which causes organisms to be able to record

facts about the world and use their knowledge to guide their behavior.

2. Factors that Influence Information Processing

Lutfi Koto (academia.edu, 2015) states several factors that influence

information processing, namely:

(media or communication channels)

b. Memory is less than the maximum, this is caused by individuals who

do not train memory optimally.

c. Internal processes that cannot be directly observed.

d. The level of difficulty reveals the information that has been stored in

memory.

e. Individual brain abilities are not the same.

3. Benefits of Information Processing in Learning.

Lutfi Koto (academia.edu, 2015) states several uses of information

processing in learning, namely:

a. Helping the learning process so that individuals are able to adapt to an

ever-changing environment.

b. Become a learning strategy by using process-oriented thinking that is

more prominent.

c. Learning capacity can be presented in full.

d. The principle of individual differences is served.

4. Forgotten in Learning

a. The Process of Forgotten in Learning

Muhibbin Syah (2012: 170) states, forgetfulness is the loss of the

ability to mention or reproduce what we have previously learned. Simply

stated, Gulo and Reber (in Shah, 2012; 170) define forgetfulness as the
 inability to recognize or remember something that has been learned or

experienced. As such, forgetting is not a loss of information and knowledge

items, forgetting is not a loss of information and knowledge items from our

intellect.

Wittig (in Shah, 2012: 170) concluded based on his research, the

forgotten events experienced by a person cannot possibly be measured

directly. It often happens, what is said to be forgotten by a student he

actually says.

b. Factors Affecting Forgotten

Muhibbin Syah (2012: 170) suggests the factors that cause forgetting,

namely:

1) Forgetting can occur due to disruption of conflicts between information

items or material that is in the student's memory system.

2) Forgetting can happen to a student due to pressure on existing items

either intentionally or not.

3) Forgetting can occur in students because of changes in the

environmental situation between study time and recollection time.

4) Forgetting can occur due to changes in students' attitudes and interests

towards certain learning processes and situations.

5) Forgetting can occur because the subject matter that has been mastered

has never been used or memorized by students.

6) Forgetting can occur due to changes in brain vein conditions.

Muhibbin Syah (2012: 178) describes tips for reducing learning

forgetting, namely:

1) Generate or level students' learning motivation by making them aware

of the instructional goals they must achieve.

2) Show the main elements before showing the relevant supporting

elements in the subject matter presented.

3) Present the subject matter that is related to the subject matter in the

previous session and relevant to the subject matter that will be

presented in the next session.

Kepustakaan

Suryabrata, Sumadi. 2012. Psikologi Pendidikan. Jakarta: Rajawali Pers.

Rakhmat, Jalaluddin. 2008. Psikologi Komunikasi. Bandung: PT Remaja Rosdakarya.

Syah, Muhibbin. 2012. Psikologi Belajar. Jakarta: Rajagrafindo Persada.

Yusuf, Syamsu dan Sugandhi, Nani M. 2011. Perkembangan Peserta Didik. Jakarta:

Rajagrafindo Persada.

Koto, Lutfi. 2015. Pemrosesan Informasi dalam Belajar, (Online),

(http://www.academia.edu/8554631/PEMROSESAN_INFORMASI_DALAM

_BELAJAR, diakses 17 Maret 2015).