UNIT 3 COGNITIVISM LEARNING THEORY
E. Comparison of Behavioristic Learning and
constructed, and where meaning is created, and from the cultural community in which knowledge is disseminated and applied.
Through activity, social interaction, the creation of meaning occurs.
E. Comparison of Behavioristic Learning and Constructivistic
broader and difficult to understand. This view does not look at what can be re-expressed or what students can repeat to the lessons that have been taught by answering test questions (as imitation behavior), but at what students can produce, demonstrate, and show.
In constructivistic learning, students are expected to have an optimal role. In addition, students are also expected to be able to collaborate with other people to achieve optimal performance.
According to Vygotsky as one of the figures carrying this theory, the mental changes of children depend on the social process, namely how children interact with their social environment. The social environment that benefits children is adults or children who are more capable who can provide explanations about everything according to the needs of children who are learning.
Students in constructivistic learning in the 21st century (ISTE in smaldino, et al, 2010) are required to:
a. have creativity and innovation,
b. be able to communicate and cooperate with other people, c. use his ability to search for information and analyze the
information he gets,
d. think critically in solving problems or in making decisions, e. understand the concepts in technological developments and be
able to operate them.
Constructivistic learning believes that every student is special, every student is unique and every student is a special human being who has different characteristics. Therefore, students must be seen and understood thoroughly, not only from what they appear. As Lev Vygotsky said, a person's way of thinking must be understood from his social and cultural background, not from what is behind his brain alone. In addition, Vygotsky (Collin, 2012) also emphasizes that we become ourselves through other people. The most famous application of Vygotsky's theory is the collaborative learning model.
In addition, examples of the application of constructivistic theory in the modern learning process are the development of learning with
the web (web learning) and learning through social media (social media learning). In Smaldino, et al (2012) explained that learning in the 21st century has undergone many changes, the integration of the internet and social media provides a new perspective in learning.
Learning with social media provides opportunities for students to interact, collaborate, share information and thoughts together. Similar to learning through social media, learning through the web also provides opportunities for students to complete one or more assignments via the internet. In addition, group learning can also be carried out using internet facilities such as Google Share. This learning model through the web and social media is in line with constructivist theory, where students are free learners who can determine their own learning needs.
In detail, the differences in characteristics between traditional or behavioristic learning and constructivist learning are as follows.
Table1: Differences in characteristics between traditional or behavioristic learning and constructivist learning
Traditional learning Constructivist learning 1. The curriculum is presented from
the parts to the whole by emphasizing on basic skill to skill
1. The curriculum is presented starting from the whole to the parts, and is closer to the broader concepts 2. Learning is very obedient to the
curriculum that has been set
2. Learning is more appreciative of the emergence of questions and ideas student 3. More curricular activities relying on
textbooks and workbooks.
More curricular activities
relying on primary data sources and material manipulation
4. Students are seen as "blank papers"
on which the teacher can write information, and teachers generally use didactic methods in conveying information to students
3. Students are seen as thinkers who can come up with theories about themselves.
5. Assessment of student learning outcomes or knowledge is seen as part of learning, and is usually carried out at the end of the lesson by means of testing.
4. Measurement of student learning processes and outcomes is
interwoven in the unity of learning activities, by the way the teacher observes what students are doing, and
through work assignments 6. Students usually work
individually, without any group process in learning
5. Students learn and work a lot in the group process
Efforts to develop people and communities who have sensitivity, are independent, responsible, can educate themselves throughout their lives, and are able to collaborate in solving problems, educational services are needed that are able to see the relationship between these human characteristics, and educational and learning practices to make it happen. The cognitive-constructivistic view which suggests that learning is an effort to give meaning by students to their experiences through assimilation and accommodation leading to the formation of their cognitive structures, enabling them to lead to that goal. Therefore, learning is endeavored in order to provide conditions for the occurrence of the formation process optimally for students.
The learning process as an effort to give meaning by students to their experiences through the process of assimilation and accommodation will form a knowledge construction that leads to the updating of its cognitive structure. Constructivist teachers who recognize and respect the self-motivation of humans/students to construct their own knowledge, their learning activities will be directed so that knowledge construction activities occur optimally by students. The characteristics of his learning are:
1. Freeing students from the shackles of a curriculum that contains loose facts that have been determined, and providing opportunities for students to develop their ideas more broadly.
2. Placing students as a force for the emergence of interest, to make connections between ideas or ideas, then reformulate these ideas, and make conclusions.
3. The teacher and students examine important messages that the world is complex, where there are various views of the truth that come from various interpretations.
4. The teacher admits that the learning process and its assessment is a complex endeavor, difficult to understand, disorganized, and not easy to manage.13
13 Pujirinyanto & Deni Hardianto, Pengembangan Profesi Guru: PPG dalam Jabatan, Kementerian Riset, Teknologi dan Pendidikan Tinggi 2018.