TASK 9

Learning Theory

About

“Information Processing Learning Theory”

Lectures

Mursyid Ridha S.Ag., M.Pd

By:

Nadia Khairunnisa

19006188

GUIDANCE AND COUNSELING

FAKULTAS ILMU PENDIDIKAN

UNIVERSITAS NEGERI PADANG

2020
 Information Processing Learning T heory

A. Curriculum Vitae of Robert Mills Gagne

Robert Mills Gagne is a psychologist who was born in 1916 in North
Andover, MA and died in 2002. In 1937 Gagne received an AB degree from
Yale and in 1940 a Ph.D. in psychology from Brown University Prof. obtained
while teaching at Connecticut College For Women from 1940 - 1949.
Likewise when at Penn State University from 1945 - 1946 and finally obtained
from Florida State University.
Between 1949 - 1958 Gagne became the US Air Force's Perceptual and
Motor Skills Laboratory Director at this time developing the theory of
"Conditions of Learning" which directed the relationship between learning
objectives and their compatibility with teaching design. This theory was
published in 1965 (Anonymous, 1; Gagne, 1). He is also known as an
experimental psychologist who concentrates on learning and teaching. Early in
his career, Gagne was a behaviorist. Gagne's contribution in the field of
teaching development was his writings on: Instructional System Design, The
Condition of Learning (1965) and Princeples of Instructional Design.
Gagne was a pioneer in instructional instruction that he practiced in the US
Air Force pilot training. The emergence of information processing theories
originated from the modification of mathematical theories, which have been
compiled by researchers with the aim of assessing and improving message
delivery. On the other hand, the condition of the giving and receiving of
knowledge information will still be found in the learning process that is
directly related to cognitive processes. Therefore information processing
theory provides a new perspective on processing learning that will produce
effective learning. And in further developments in this theory will be found
perceptions, coding, and storage in long-term memory. So that in the end this
theory will affect students in terms of problem solving.
B. Information Processing Theory in Learning
Information processing learning theory is part of cybernetics learning
theory. In simple terms the understanding of learning according to cybernetic
learning theory is information processing. In this theory, as cognitive
psychology examines the important learning processes of learning outcomes
but more important than the study of the learning process itself is the
information system, this information system will ultimately determine the
learning process.
Further explanation from Bambang Warsita, that based on internal and
external conditions, Gagne explained how the learning process took place. The
learning process model developed by Gagne is based on information
processing theory, which is as follows:
1. Stimuli received by the five senses will be distributed to the nerve
center and processed as information.
2. Information is chosen selectively, some are discarded, some are stored
in short-term memory, and some are stored in long-term memory.
3. These memories are mixed with memory that has been there before,
and can be revealed again after processing.
A set of internal processes meant by Gagne is an internal condition that is
the state of the individual that is needed to achieve learning outcomes and the
occurrence of cognitive processes in the individual. While external conditions
are stimuli from the environment that affect individuals in the learning
process.
Information processing theory stems from the assumption that learning is a
very important factor in development. The development of one of the
cumulative results from learning. According to this theory, learning is a
process of managing information, but this theory considers the system of
information processed that students will later learn is more important. Because
this information will determine the process and how the learning process will
take place will be greatly learned by the information system.
Robert Gagne, an educational psychologist, developed the theory of
learning that reaches its culmination (the uncertainties) in "The Condition of
Learning". Many of Gagne's ideas about learning theory, such as learning
concepts and information processing models, in his book "The Condition of
Learning" suggest that: Learning is change in human disposition or capacity,
which persists over a period of time, and which is not simply ascribable to
process a groeth.
In his book Robert M. Gagne mentioned that: A very special kind of
intellectual skill, of particular in problem solving, is called a cognitive
strategy . In terms of modern learning theory, a cognitive strategy is a control
process . An internal process by means of which thinking. Gagne suggests
eight phases in one action learning. These phases are external events that can
be structured by students or teachers. Each phase is paired with a process that
occurs in the student's mind. The learning events will be described below,
namely:
1. Motivation phase: students who learn must be motivated to call on
information that they have learned previously.
2. Introduction phase: students must pay attention to the essential parts of
an instructional event, if learning will occur.
3. Acquisition phase: when students pay attention to relevant
information, they are ready to receive lessons.
4. Retention phase: new information obtained must be moved from short-
term memory to long-term memory. This can occur through repetition
5. Calling phase: the calling can be helped by paying attention to the
links between concepts, especially between new knowledge and prior
knowledge.
6. Generalization phase: usually the information is of little value, if it
cannot be applied outside the context in which the information is
studied.
7. Appearance phase: observable behavior. Learning occurs when the
stimulus affects the individual in such a way that the performance
changes from the situation before learning to the situation after
learning.
8. Feedback phase: students must obtain feedback about their
performance that shows whether or not they have understood what is
being taught.
Incorrect application of theory to the learning situation results in a very
 unpleasant learning process for students, namely the teacher as the central
being authoritarian, communication takes place in one direction, the teacher
trains and determines what students have to learn. The use of punishment
which is highly avoided by behavioristic figures is considered the most
effective method for disciplining students.
The assumptions underlying information processing theories explain (1)
the nature of the human memory system, and (2) the way in which knowledge
is described and stored in memory. The old conception of human memory is
that memory is merely a storage place for storing information for a long time,
so that memory is defined as a collection of small pieces of information that
are separated or mutually unrelated. But in the 1960s human memory began to
be seen as a complex structure that processes and organizes all human
knowledge
This method is very suitable for the acquisition of abilities that require
practice and habituation that contains an element of speed spontaneity
flexibility endurance. This theory is also suitable to be applied to train
children who still need the role of parents. The weakness of this method is that
teacher-centered student learning is mechanistic and results-oriented. Students
are seen as passive, students only listen, memorize the teacher's explanation so
that the teacher is central and authoritarian.
C. Information Processing Model
In essence the learning model with information processing is based on
cognitive learning theory. The learning model is oriented to the ability of
students to process information and systems that can improve student learning
abilities. Information processing refers to ways to collect or receive stimulus
from the environment, organize data, solve problems, find concepts and
problem solving and use verbal and non-verbal symbols.
The process of information in memory starts from the process of encoding
information ( encoding ), followed by storing information ( stroge ) and
ending with revealing information that has been stored in memory
( retrival ). Information processing learning theory describing learning action
is an internal process that includes several stages.
 Encoding is the process of entering information into memory. The nervous
system uses an internal code that represents an external stimulus. In this way
the representation of external objects / events is encoded into internal
information and ready to be stored.
Stroge is information that is taken from short-term memory and then
forwarded for processing and combined into long-term memory. But not all
information from short-term memory can be stored. An important key in
storing long-term memory is sufficient motivation to encourage the repeated
practice of things from short-term memory.
Retrieval is the end result of a memory process. Refers to the use of stored
information. In order to be retrieved, the information stored is not only
available but can also be obtained because even though theoretically the
information stored is available but it is not always easy to use and place it.
This theory was discovered by Gagne based on the results of research
on complex factors in the human learning process. His research was intended
to find an effective learning theory. The analysis starts from identifying the
concept of the learning hierarchy, which is the sequence of abilities that must
be mastered by the learner (students) in order to learn things that are more
difficult or more complex.
Information processing theory generally rests on the following three
assumptions:
1. Between stimulus and response rests on an assumption, namely
information processing when at each stage a certain amount of time is
required
2. Stimulus that is processed through these stages will experience
changes in form or content
3. One of the stages has limited capacity.
From these three assumptions , a theory about components was developed,
namely that the components of information processing were chosen based on the
function difference, the capacity of the information form, and the process of
"forgetting". The three components are as follows:
a. Sensory Receptor (SR)
 Sensory Receptors are cells where information is first
received from outside. In SR information is captured in its original
form, information only lasts for a very short time and is easily
interrupted or changed.
b. Working Memory (WM)
Working Memory is assumed to be able to capture
information that gets individual attention, attention is influenced by
perception. The characteristic of Working Memory is that it has a
limited capacity (information can only last 15 seconds if no
repetition is held) and information can be encoded in a different
form from the original stimulus. This means that information can
survive in WM, try the amount of information does not exceed the
capacity in addition to doing repetition.
c. Long Term Memory (LTM)
Long Term Memory is assumed: 1) contains all the
knowledge that is owned by individuals, 2) has unlimited capacity ,
and 3) that once information is stored in LTM, it will never be
erased or lost. While forgetting is the process of failure to bring
back the information needed. Tennyson argues that the process of
storing information is a process of assimilating new knowledge to
existing knowledge, which then functions as a knowledge
omelette.
At the application level, cybernetics theory in learning has been
developed, including approaches oriented to information processing. Based on
this approach Reigeluth, Bunderson, and Merril developed a strategy for
structuring content or learning material based on four things, namely selection,
sequencing, summarizing and synthesis.
Information processing theory has advantages in learning strategies, which
are as follows:
1. Process-oriented thinking is more prominent
2. Presentation of knowledge meets economic aspects
3. Learning capabilities can be presented more fully
 4. The directionality of all learning activities towards the goals to be
achieved
5. There is a transfer of learning in the real life environment
6. Learning controls allow learning to the rhythm of each individual
7. Informative feedback provides clear signs of the level of performance that
has been achieved compared to the expected performance.

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