Pertumbuha
n
Cognitive Vs Intelligence
Cognitive: growth of brain power
(Sprinthall, 1974).
Intelligence: ability to learn, understand, and think
(Sprinthall, 1974).
Intelligence
: 1) kekuatan mental berpikir, 2)
suatu
rumpun nama untuk proses kognitif
, terutama aktivitas
berpikir, 3) kecakapan berpikir (English&English dalam
Sunarto, 2002).
Perbedaan intelegensi akan membawa perbedaan
dalam kecepatan berpikir,
slow or fast learner
(kuantitatif).
The differences in learning were seen as
differences in degree, as quantitative differences.
Cognitive development is a product of the interaction
of the environment with intellectual potential and
activities of the individual (Longstreet, 1993; 134)
Cognitive development or intellectual development
are term used to indicate the processes whereby
children gain an understanding of their physical, social
and psychological worlds
(Tilstone & Layton, 2004).
….how children are thought to develop their abilities
to acquire and process information and how to identify
the stage that define this growth (
Esler&Esler, 1996);
Levels of intellectual activity = levels of the cognitive
domain
(knowledge,
comprehension,
aplication,
analysis, synthesis, and evaluation)
Cognitive Process
Remember Understand Analysis Synthesis Evaluation Apply Creation
Kno
wle
dge
dim
ensi
on
Factualknowledge Contoh-contoh Bilangan
Menuliskan
bilangan Mengkombinasikan bilangan Mengetahui jenis- jenis bilangan Membedak-an bilMembedak-angMembedak-an lebih besar, lebih kecil Mampu mengguna n bilangan dalam mnyelesaik an masalah Menuliska n bilangan tak hingga Conceptual
knowledge Definisi Bilangan Menyebut-kan dan mendefini-kan bilangan
Mendefini-sikan kombinasi bilangan Mendefinisi kan jenis-jenis bilangan Mendefini-sikan bilangan lebih besar, lebih kecil Mampu mengguna n definisi dalam mnyelesaik an masalah Mendefi-nisikan bilangan tak hingga Procedural
Knowledge Operasi (+,-x, :), sifat Bilangan Mampu mengopera-sikan bilaing Memahami Sifat distributif, asosiati Mengetahui operasi, sifat dari jenis-jenis bilangan Mengatahui Kelemahan dan kelebih-an operasi dan sifat2 bilangan Mampu mengguna n oprasi dan sifat bilangan dalam me-nyelesaika n masalah Mengopre asikan dan mencari sifat bilangan tak hingga Meta
Cognitive Process
Remember Understand Analysis Synthesis Evaluation Apply Creation
Kno
wle
dge
dim
ensi
on
Factualknowledge Contoh-contoh Bilangan
Menuliskan
bilangan Mengkombinasikan bilangan Mengetahui jenis- jenis bilangan Membedak-an bilMembedak-angMembedak-an lebih besar, lebih kecil Mampu mengguna n bilangan dalam mnyelesaik an masalah Menuliska n bilangan tak hingga Conceptual
knowledge Definisi Bilangan Menyebut-kan dan mendefini-kan bilangan
Mendefini-sikan kombinasi bilangan Mendefinisi kan jenis-jenis bilangan Mendefini-sikan bilangan lebih besar, lebih kecil Mampu mengguna n definisi dalam mnyelesaik an masalah Mendefi-nisikan bilangan tak hingga Procedural
Knowledge Operasi (+,-x, :), sifat Bilangan Mampu mengopera-sikan bilaing Memahami Sifat distributif, asosiati Mengetahui operasi, sifat dari jenis-jenis bilangan Mengatahui Kelemahan dan kelebih-an operasi dan sifat2 bilangan Mampu mengguna n oprasi dan sifat bilangan dalam me-nyelesaika n masalah Mengopre asikan dan mencari sifat bilangan tak hingga Meta
Stages of Cognitive Growth
Piaget
Bruner
Sensori-motor (0-<2 years): 1) respon, reaksi terhadap sensor input berupa aktivitas motor, refleks; 2) The major intellectual activity of the stage is the interaction of the senses and
environment.
Enactive: in which the child comes to understand the world by acting it.
Intuitive or Pre-operational (2-<7 years): Kualitas berpikir sudah berubah. Memahami bahasa, dreams, berfantasi, magical, golden age. Tahap ini merupakan pertumbuhan dalam
operational thinking. Operations are organized systems of mental actions that interrelated. Operational thinking enables complex and systematic, problem solving, firstly within the realm of concrete and actual events.
Iconic: when sensory images or iconic representations are
increasingly used for the storage and the transformation of
knowledge.
Concrete (7-<11 years): Understand the specific, functional relationship, or concrete, aspects of problem, logical.
Symbolic: which is characterised by the ability to use abstract
symbol systems, like language and mathematics, and permits
flexibility and complexity of thinking.
Formal (>11 years ): dekat dengan masa remaja,
children can develop full formal patterns of thinking. they are now able to attain logical, rational, abstract strategies.
Apa yang dapat kita peroleh?
Cognitive development depends on
interaction between the child and
the learning environment, so we
will examine the problems of
matching the child to the most
appropriate
learning
task
(Sprinthall&Sprinthall, 1974)
By understanding how and when
cognitive systems develop, we can
avoid;
1)
teaching
children
something before they are ready to
learn it and, 2) missing a golden
opportunity by waiting to well past
the
most
sensitive
moment
(Sprinthall&Sprinthall, 1974).
Memilih materi, bagaimana ,
dan kapan diajarkan.
Dapat
memprediksi
kapan
Pikirkan !
Dapatkah kita mempercepat
coqnitive growth ?
Apa hubungan
activity
