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
become prominent in consciousness when other stimulations are
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:
a. Internal factors (psychological and physiological) and external factors
(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.
c. Kiat Mengurangi Lupa Dalam Belajar
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).
