UNIT 2 BEHAVIORISM LEARNING THEORY
E. Learning Theory by Burrhusm Frederic Skinner
concepts put forward by Skinner about learning are able to outperform other concepts put forward by previous figures. He is able to explain the concept of learning in a simple way, but can show his concept of learning more comprehensively.
According to Skinner, the relationship between stimulus and response that occurs through interactions in the environment will cause changes in behavior.
Basically, the stimuli given to someone will interact with each other and the interaction between these stimuli will affect the form of the response that will be given. Likewise, the response that is raised will have consequences. These consequences will in turn affect or become a consideration for the emergence of behavior. Therefore, to understand a person's behavior correctly, it is necessary to first understand the relationship between one stimulus to another, as well as understand the possible responses that may arise and the various consequences that may arise as a result of these responses. Skinner also suggested that using mental changes as a tool to explain behavior would only add to the complexity of the problem. Because every tool used needs another explanation, and so on.
This behavioristic learning theory view has long been embraced by teachers and educators. However, of all the supporters of this theory, Skinner's theory has the greatest influence on the development of behavioristic learning theory. Learning programs such as Teaching Machines, Programmed Learning, modules, and other learning programs that are based on the concept of stimulus- response relationships and emphasize reinforcement factors, are learning programs that apply the learning theory proposed by Skinner.
Behavioristic theory has been criticized because it is often unable to explain complex learning situations, because there are many variables or things related to education and/or learning that cannot be converted into just a stimulus and response relationship. For example, a student will be able to learn well after being given a certain stimulus. But after being given another stimulus that was the same or even better, it turned out that the student did not want to learn anymore. This is where the problem is, it turns out that behavioristic theory is unable to explain the reasons that confuse the relationship between this stimulus and response. However, behavioristic theory can replace one stimulus with another and so on until the desired response appears. However, the problem is that
behavioristic theory cannot answer the things that cause deviations between the given stimulus and the response.
For example, motivation is very influential in the learning process. The behavioristic view explains that many students are motivated by activities outside the classroom (playing video games, practicing athletics), but are not motivated to do schoolwork. The student gets a strong reinforcement experience in activities outside of class, but does not get reinforcement in learning activities in the classroom.
The behavioristic view is not perfect; it is less able to explain the variations in students' emotional levels, even though they have the same reinforcement experience. This view cannot explain why two children who have relatively the same ability and experience of reinforcement, in fact their behavior towards a lesson is different, also in choosing tasks with very different levels of difficulty. The behavioristic view only recognizes the existence of an observable stimulus and response. They do not pay attention to the influence of thoughts or feelings that bring together the observed elements.
Behavioristic theory also tends to direct students to think linearly, convergent, not creatively and unproductively. The view of this theory is that learning is a process of forming or shaping, which is bringing students to or achieving certain targets, thus making students not free to create and imagine. Even though there are many influential factors in life that affect the learning process. So the notion of learning is not as simple as described by behavioristic theory. Skinner and other figures that support behavioristic theory do not recommend the use of punishment in learning activities.
However, what they call negative reinforcement tends to limit students' free thinking and imagination.
According to Guthrie, punishment plays an important role in the learning process. However, there are several reasons why Skinner disagrees with Guthrie, namely;
1. The effect of punishment on behavior change is very temporary.
2. Bad psychological impact may be conditioned (become part of the soul of the convicted person) if the sentence lasts a long time.
3. Punishment encourages the convicted person to find other ways (even though it is wrong and bad) so that he is free from punishment. In other words, punishment can encourage the convicted person to do other things that are sometimes worse than the wrong he did.
Skinner believed in so-called negative reinforcement. Negative reinforcement is not the same as punishment. The difference lies in whether the punishment must be given (as a stimulus) so that the response that will appear is different from the existing response, while the negative reinforcement (as a stimulus) must be reduced so that the same response becomes stronger. For example, a student needs to be punished for making a mistake. If the student still makes mistakes, then the penalty must be added. But if something that does not please the student (so that he makes a mistake) is reduced (not added) and this reduction encourages the student to correct his mistake, then this is called negative reinforcement. The opposite of negative reinforcement is positive reinforcement. Both aim to strengthen the response. But the difference is that the positive reinforcement is added, while the negative reinforcement is reduced to amplify the response.
F. Application of Behavioristic Theory in Learning Activities