LEARN
Learning is a term that is familiar in people's daily lives because it has been very
well known about this lesson, as if people already know by themselves what is meant
by learning. But if you ask yourself, you will be pensive to find the answer to what
exactly is meant by learning. It is likely that the answer to the question will get various
answers. Likewise among experts.
The essence considered by each expert may be the same. But in providing
information the limitations are difficult to achieve absolute similarity. There are quite a
lot of definitions about learning that have been put forward by experts. To give an idea
of this, several definitions can be put forward by several experts as follows. Skinner (cf.
Walgito, 2017) provides a definition of learning "learning is a process of progressive
behavior adaptation". From this definition, it can be stated that learning is a progressive
process of behavioral adaptation. This means that as a result of learning there is a
progressive nature. This means that as a result of learning the nature of progressivity,
there is a tendency in a direction that is more perfect or better than the previous state.
Morgan, et al. (1984) gave a definition of learning "learning can be defined as
any relatively permanent change in behavior which occurs as a resul of practice or
experience". What appears in the definition is that changes in behavior or performance
are relatively permanent. In addition, it is also stated that the change in behavior is the
result of learning due to practice or experience. In the sense of training, effort is needed
from the individual concerned. The definition of business experience is not necessarily
necessary. This implies that with experience a person or individual can change their
behavior, in addition to the change it can be caused due to practice.
In addition to the definitions mentioned above, there are still many definitions of
learning that can be proposed, but it is not necessary to give an answer about it, perhaps
it is necessary to raise what was put forward by Hilgard (Iih. Bugelski, 1956) that "A
precise definition of learning is not necessary, so long as we agree that the inference to
learning is made from changes in performance that are the result of training or
experience, as distinguished from changes such as growth or fatigue and from changes
attributable to temporory state of the learner. "
Starting from the above, it can be stated that several things about learning are as follows
(Walgito, 2017):
1. Learning is a process that results in a change in behavior. This means that after
learning the individual experiences a change in his behavior. Behavior in a broad
sense can be over behavior or innert behavior. The changes can be cognitive, or
effective and psychomotor.
2. The change in behavior can be actual, that is, visible. However, it can also be
potential, which is not visible at the time, but will be visible at another time.
3. The changes caused by learning are relatively permanent, which means that the
changes will last for a relatively long time. But the change will not be permanent,
so at some point it can change again as a result of learning.
4. Behavioral changes – both actual and potential – that are learning outcomes, are
changes that are through experience or practice. This means that the change does
not occur due to fatigue and is not a temporary factor of the individual's illness
and the influence of medications. Because the winning factor, fatigue, sickness
and medication can cause changes in individual behavior, but the change is not
due to the learning factor. For example, a child who has not been able to lie on
his stomach can then lie on his stomach, this change is due to the maturity factor,
although in later development the learning factor plays a role. Sick people are
often angry who in their normal state are not angry. The change in behavior was
because the person concerned was sick. The person who drinks changes in his
behavior, not because of learning, but because the person in question drinks
alcohol and as a result, his behavior changes.
A. Learning as a Process
From the various definitions that have been explained earlier, it can be
stated that in general, experts see learning as a process. The process itself is not
visible, what appears to be the result of the process. Because learning is a
process, in learning there is such a thing as input, which will be processed and
the results of the process.
B. Learning as a System
Many factors affect the learning process. If the input is analyzed further,
there will be several types of inputs, namely raw input, instrumental input and
environmental input. All of these interact in the learning process, which will
ultimately affect learning outcomes. If one of the factors is disturbed, the process
will be disrupted and the results will also be disrupted. Each of these factors is
related to each other, therefore learning is a system. If the instrumental input is
disrupted, the process will be disrupted, the results will be disrupted. In learning
problems in general, the problem is the starting point of learning outcomes. If
the learning results are good, then in general it will not cause problems. But on
the other hand, if the learning results are not satisfactory, problems will
immediately arise. Therefore, in learning, in general, people who see first or as
the starting point are the learning outcomes. After the learning results, people
will see how the process is and then how the input is.
C. Some Learning Theories
Learning theories are grouped into several groups, namely theories oriented
to the Behaviorism school and the Cognitive school. The School of Behaviorism
is basically a learning theory known as conditioning. In this conditioning theory,
(1) associative learning theory and (2) functionalistic learning theory
(Hergenhahn and Olson, 1997) are distinguished.
1) Learning theories oriented to the Behaviorism stream
a. Associative learning theory is a learning theory originally built by Pavlov.
Pavlov concluded that the behavior can be formed through conditioning
or habits. Animals try to make new associations or relationships between
two events. For example, children are used to washing their feet before
bed, or for example using their right hand to receive something from
others. In Pavlov's experiment, dogs that originally did not salivate when
they heard the bell, but after repeated training with certain procedures, the
dog finally salivated when it heard the bell, even though there was no
food. This can occur due to conditioning, by associating a stimulus with
the response. Besides Pavlov (Ivan Petrovich Pavlov) who belongs to the
theory of association learning is also Guthrie (Edwin Ray Guthrie) and
Estes (William Kaye Estes).
b. Functionalistic learning theory. Spearheaded by Thorndike and Skinner.
Thorndike, with his experiments, came to the conclusion that in learning
it can be stated that there are several laws, namely (a) the law of readiness,
(b) the law of training, and (c) the law of effect. According to this law,
learning will achieve good results, there must be readiness to learn.
Without readiness, it can be predicted that the results will be less than
satisfactory. In addition, in order to learn to achieve good results, there
must be practice. The more often you train, the better the results will be
compared to no training. On the basis of readiness and practice, the effect
will be obtained. In the conditioning of the pass, the pressure is on the
response or behavior and its consequences.
Skinner. According to Skinner, in passing conditioning there are two
general principles, namely:
a) Any response followed by a reward (which is a reinforcing stimuli)
will tend to be repeated.
b) Rewards, which are stimulus reinforce, increase the speed of response
2) Learning theories oriented towards the Cognitive stream
a) Kohler. In his experiment, he came to the conclusion that animals in
learning to solve problems are insightful learning. However, Kohler does
not deny the existence of trial and error in solving problems as proposed
by Thorndike. But according to Kohler, the important thing in solving
problems is Insight. As is known to Kohler who brings the Gestalt
principle in terms of learning
b) Jean Piaget. One of the definitions put forward by Piaget is assimilation
and accommodation. Assimilation is the matching between cognitive
structures and the environment. For example, if the child only has a
scheme of breastfeeding, holding, and getting angry, then his experiences
will be assimilated with these schemes. What is meant by schema is the
potential umm that exists in individuals to perform a certain group of
behaviors, for example the capture scheme, this is a cognitive structure
that makes it possible for individuals to capture. Schema is the basic
structure of the cognitive structure or elements of the cognitive structure.
If a child's cognitive structure develops or changes, then this will allow
the child to assimilate various aspects of his environment. Thus it will be
clear that if assimilation is the only cognitive process, then there will be
no intelectual growth, because the child will assimilate with the existing
cognitive structure only. Therefore, there is another (second) process for
this development, namely accommodation, the accommodation process is
a change in cognitive structure, because there are no or no certain
schemes. Each individual experience contains a process of assimilation
and accommodation. If an individual has a cognitive structure with the
person concerned, then assimilation will occur, but in a situation where
there is no cognitive structure, there needs to be an accommodation
process. Therefore, experience in general contains two important
processes, namely (1) recognition or knowing which is related to the
assimilation process and (2) accommodation which produces changes in
cognitive structure, and this is equated with learning.
3) Albert Bandura's Learning Theory
Bandura proposed a new version of behaviorism called a
sociobehavioristic approach which was later referred to as a social cognitive
theory. This theory is less extreme when compared to Skinner's behaviorism.
This is reflected in the influence of reinforcement and interes on cognitive
factors. Although Bandura can accept what Skinner said, namely that
behavior can change due to reinforcement, he also argues that behavior can
change without direct reinforcement, i.e. through vicarious reinforcement,
reinforcement from the other party, i.e. by observation of others and the
consequences of their behavior. Therefore, in relation to reinforcement,
Bandura argues that in addition to external reinforcement, there is also
vicarious reinforecement. In addition, there is also internal reinforecement or
self reinforcement.
