QUESTION 5 (a) Compare the difference between the five theories you have learned.

Theory learning what you normally eat in the room your textbook? Give reasons to support your choice. Learning is a change in individuals as a result of experience (Slavin !""!)# $e as teachers should assist students in focusing on the process o%servation and &ental health so the' can ac(uire %asic )no*ledge and s)ills effectivel'# This led ps'chologists have %uilt a variet' of different learning theories# +&ong the theories of learning are, ! - %ehaviourist learning theor' This theor' *as introduced %' the leading figures of Ivan .avlov Ed*ard Thorndi)e and /0 S)inner# /ehaviorist theorists e&phasi1e the role of experience in governing %ehavior# In this theor' a nu&%er of ter&s introduced +&ong the& are conditioning# 2onditioning is a process in *hich %ehavior organis&s related to the sti&ulus fro& the environ&ent# Ivan .#.avlov each sti&ulus *ill cause the response# 3esponse is an' conduct arising fro& the sti&ulus# 0or exa&ple *hen gutru give directions to stand the students stood up (uic)l'# 4irection is the sti&ulus *hile the action stand *as the response# +s a result of research .avlov felt that learning can occur due to the relationship %et*een the sti&ulus *ith the response# In this exa&ple there are t*o sti&ulus the first is the teaching and learning environ&ent and the second is aspects of e&otion a sense of fun and 5o'# So pupils relating to one sti&ulus (learning environ&ent) and one other sti&ulus (fun at&osphere)# 6ence the students also have the desire to go to school# Learning occur as a result of this relationship is called conditioning# Learning %' association 7 sti&ulus is called conditioning# $hile ELThorndi)e (!89:-!":") the founder of +&erican ps'cholog' introduce the learning trial and error and so&e la* a%out the relationship sti&ulus and response# Experi&ents *ere perfor&ed on a cat lapar'ang placed in the cage# 0ro& the experi&ents Thorndi)e

su%&it ; legal uata&a readiness of la* and la* hu)u&latihan effect# +ccording to Thorndi)e availa%ilit' refers to the necessar' arrange&ents have %efore an individual can act# + student is said to %e satisfied *hen he is read' to act# 2onversel' students *ho are not read' to act %e disappointed# Training la* *hile stating the relationship %et*een sti&ulus and response *ill %e strengthened if training is conducted# La* Effect ho*ever states that the correlation %et*een sti&ulus and response *ill strengthened if there is a fun effect after the generation of &otion response# 0or exa&ple a student greet the teacher and peace that greeted *ith a s&ile teachers# The student *ill feel the experience *as fun and he *ill repeat it# S)inner<s operant conditioning theor' is introduced to stud' the the relationship %et*een %ehavior and conse(uences# In this theor' %ehavior is not desired can actuall' %e converted to the desired %ehavior# 7 - Social Learning Theor' +l%er /andura *ho are &e&%ers of *ell-)no*n +&erican ps'chologist %een introducing social learning theor'# This theor' asserts that hu&an learning occurs %' o%serving others doing the *or)# +ccording to /andura there are four )e' ele&ents of the o%servation of learning, i) ii) iii) iv) pa' attention &aintain the infor&ation produce the %ehavior &otivation and reinforce&ent

+pplications of this theor' such teacher shall %e a good &odel %ecause the teachers al*a's *ant to e&ulate %ehavior of pupils# Therefore clothing %ehavior and spo)en language &ust %e good teachers# O%servations can occur in three for&s as follo*s, a) o%serve directl' *hich sa* its o*n &odel or not directl' %' *atching &ovies videos listening to the description or see pictures# 0or exa&ple children i&itate their parents or teachers in ter&s of clothing speech gait and so forth# %) o%servations and non se)atla)uan se)atla)uan# /loc) %ehavior is restrictions appropriate %ehavior in situations + %ut tiida) appropriate in situations /#

0or exa&ple students *ho can re5oice in the canteen *hen called friends do not can do in the classroo&# This is %ecause students learn presence in the classroo& that can %ring penalties if the practice %erla)u#&ana)ala ta)se)atla)uan is o%served through the pupil *ill continue to replicate practice in an' situation# 0or exa&ple if the' have learned that cheer-cheer action is not appropriate in class %ut )ai is the teacher in the ne* the practice *as not conde&ned students *ill start chanting ans*er# c) o%servations elistasi# In elistasi process an individual *ill also do *hat *e do to others if he had %een )no* ho* to do it# 0or exa&ple *hen 'ou see a student read other %oo)s in the classroo& +&ir too) out %oo)s and read the&# The desire to read the ti&&%ul after seeing other students to read# If tiada) an' other student to read the possi%ilit' of +&ir desire to reading does not arise# ; - The theor' of hu&anistic 6u&anist theor' focuses on *hat happens in a person individuals# 6u&anistic approach e&phasi1es the *hole student *ith said lainaspe) e&otional and social lives of students# This approach assu&es that students naturall' &otivated to stud' provided the educational experience is &eaningful# It also stressed the i&portance of the teacher<s role in providing support and al*a's concerned a%out his pla'ers# : - 2ognitive Learning Theor' This theor' focuses on the changes to the *a' people thin) fro& infanc' to age )an) children adolescents and then the adults# +ccording to =agne (!"9>) learning &oves fro& the si&plest leading to the co&plex# Learning at a high level depends on the learning at lo* level# =agne has identified eight t'pes of learning as follo*s, i) the learning signal T'pes of learning is the easiest learning# It is &ore is a %ehavioral change caused %' the influence

)e%iasaan#?isaln'a *hen the %ell rang pulul 9#;> a& all students *ill rushed to their classroo& and the' *ill continue to stand up and pa' tri%ute to the teachers *ho are learning &asu)#ini signal and it<s not &uch sense# ii) interfere *ith the learning response Learning sti&ulus response depends on the consolidation process# This &eans that teachers need to give praise and re*ards for %ehavior that %rought to &ind# iii) Net*or) Net*or) is a series of %ehaviors related to each other to co&ple&ent satutugasan conducted# 0or exa&ple *hen the %all in a tennis ga&e pla'ers &ust stand at a suita%le position on-site reasona%le and s*inging co&&unit' *ith the right st'le for tennis %alls returned *ith the good# Series of %ehaviors is called a net*or)# iv) The association of language 3elationship is a for& of language-spea)ing net*or)s# It occurs *hen a child is seen to relate things o%5ect na&e in &en'e%utn'a#&isaln'a seeing the %all the child goes the %all# v) Learning dis)ri&anasi This )ind of learning occurs *hen students can choose the response that appropriate action to produce so&ething# 0or exa&ple in class students a%le to distinguish %et*een facts that are less i&portant %' the fact that i&portant# vi) 2oncept Learning This happens *hen the students react to things as a class or categor'# 0or exa&ple students *ill learn colors and shapes classif' the 'ello* red %lue *hite %lac) and green color *hile round triangular rectangular and oval in shape# vii) Learning ho)u& This is a co&plex learning %ecause it *ould involve learning concepts net*or)ing and relationship-spea)ing# 0or exa&ple students learn that *hen *ater free1es its volu&e increases# Learned concepts are free1es and increased volu&e# Later these concepts need to net*or)ed together to for& ho)u&#

viii) .ro%le& Solving .ro%le& solving is the &ost co&plex learning# It involves use the concepts and learning ho)u&# =agne has %een using the se(uencepro%le& solving se(uence as proposed %' @ohn 4e*e'# Se(uence of steps is as follo*s, a) identif' the pro%le& %) see) infor&ation c) &a)e the h'pothesis d) test the h'pothesis e) to the conclusion 5 - Theor' of 2onstructivis& This theor' states that students develop the )no*ledge-%ased their experiences# Each student )no*ledge as the' learn and the %est )no*ledge and depth is through interaction *ith ph'sical and social environ&ent# A'gots)' a ps'chologist *ho &an' e&phasi1es the social constructivis& *here )no*ledge is constructed %ased on the interaction sosisl culture and activities that for& the %uilding and individual learning# /ehaviouris& Weaknesses: !# Learners &a' find in a situation *here the sti&ulus for the correct response does not occur therefore the learner can not respond# 7# + *or)er *ho has %een conditioned to respond to a certain cue at *or) stops production *hen an ano&al' occurs %ecause the' do not understand the s'ste&# Strengths: !# 7# Learners focused on a clear goal and can respond auto&aticall' sign all of those goals# $orld $ar II pilots are conditioned to react to the silhouette of an ene&' plane a response that one *ould expect to %e auto&atic#

Cognitivism

Weaknesses: !# Learners learn a *a' of co&pleting the tas) se%uha %ut he &a' not %e the %est *a' or adapted to the learner or the situation# 0or exa&ple log onto the internet on one co&puter &a' not %e the sa&e as the login on another co&puter# Strengths: !# The purpose is to train students to perfor& a tas) in a si&ilar *a' to ena%le consistenc'#

7#

Log in and then out on the *or) co&puter is the sa&e for all e&plo'eesB perhaps the i&portant thing is to run a routine that is sure to avoid pro%le&s#

Constructivism

Weaknesses: !# In a situation *here confor&it' is the essential thought and action are different possi%le causes pro%le&s# The thought of having fun at 3evenue 2anada if ever'one decided to report their taxes in their o*n *a' although there &a' %e so&e approach to CconstructiveC as used in the s'ste& *e have# Strengths: !# /ecause the learner is a%le to interpret &ultiple realities the learner %e a%le to %etter deal *ith real life situations# If a learner can solve pro%le&s the' &a' use the )no*ledge the' have is %etter for a ne* situation (Schuman, 1996 in Mark K. Smith, et al, 2009)

To %eco&e a professional teacher and effective teaching a teacher &ust e(uip the&selves *ith all the )no*ledge and s)ills related to perguruan#Terdapat three &easures to %e ta)en are, !) Step one, ID !TI"# T$ %&'() * -The students do not understand the su%5ect# -4ifficult to re&e&%er i&portant facts# -Less focus attention -Sho*s lac) of interest in learning# 7) Step t*o, "I!DI!G T$ +',&C '" T$ %&'() *. Students are confused do not understand and could not identif' the su%5ect that has %een learned *ith the learned and the infor&ation received is not planned and orderl' &anner# .upils did not o%tain clear infor&ation during the initial learning session on a topi)#a)hirn'a it is difficult for the& to pursue further education and can not re&e&%er i&portant facts in the title# The student is not a%le to distinguish the t'pe of sti&ulation is i&portant#In effect the' are less oriented to*ards teaching and learning that too) place# Lac) of &otivation in learning activities also cause the student is not interested in *hat the teacher presented# ;) The third step, %&'%'+-) T' +'). T$ %&'() *. In general four &ain pro%le&s faced %' teachers in teaching can %e addressed *ith e&phasis on the follo*ing aspects, i) +ppl'ing the appropriate theories in teaching# ii) To e&phasi1e the teaching and learning-ran)ing level# iii) 2hoose and %e&%ela5aran teaching strategies appropriate to the situation of students# These three aspects *ill %e di%iancang)an in detail in the next section is preceded %' an explanation of the concept of teaching and learning in general# Two. T$ C'!C %T '" T -C$I!G

Teaching is a process involving a s'ste& of activities directed to students *ith the ai& of %ringing %ehavioral changes a&ongst &ere)a#.roses lesson planning &anage&ent deliver' guidance and penilaian#Dese&ua these &easures are intended to disse&inate )no*ledge effectivel' # $hile to achieve the o%5ectives for %ehavior change teachers should %e clear *ith the )inds of changes are re(uired and then design appropriate activities for &en5a'a)ann'a#+ntara the changes re(uired are the )inds of )no*ledge to %e taught s)ills and change &eans that the activities planned si)ap#.enga5aran %' the teacher carefull' and i&ple&ent it through specific &ethods and techni(ues that ai& to disse&inate )no*ledge and s)ills of pupils# Three. " -T,& + '" T -C$I!G Teaching also &eans achieve&ent or teaching tugasan#.roses involves t*o parties na&el' the teachers and &urid#.enga5aran apart fro& teachers and students including lesson plans learning outco&es a place to stud' teaching aids and strategies &ethods and teaching techni(ues#In teaching activities teachers pla' the role of teaching and pupils pla' a role as the &ost closel' pela5ar#+)tiviti penga5argsi is an instructional (teaching) follo*ed %' training indoctrination and finall' conditioning# /. T -C$I!G *'D )+ In creating a s'ste&atic process of teaching *e &ust refer to so&e &odel penga5aran#+ntara its pri&ar' function is as a guide for teachers to produce a teaching and learning sessions fun and &otivating other students to &easure the effectiveness of the use of student-&urid#4i %et*een teaching &odels that often practiced in the classroo& are, :#! ?odel E)spositori :#7 Infor&ation .rocessing ?odel :#; ?odel in(uir' :#: ?odel /.0. *odel kspositori It &eans a clear and terperinci#4ala& e)spositori teaching context is the deliver' of infor&ation or the content directl' to the students in the class# Therefore the &ethod is the &ethod of service e)spositori education through explanation stor'telling or de&onstrations in order to teach sesuatu#4ala& e)spositori &odel the teacher explains the students %eforehand and listen carefull' to the& understand and re&e&%er or record the su%stance of i&portance in the record %oo)s &ere)a#=uru can use this &odel to explain the concepts facts of la*s principles or theore&s &ate&ati)#4ari i&plications for the per)e&%angan#=uru also %enefit in ter&s of saving ti&e *hile delivering a lesson %ecause *ith this &ethod the teacher can continue to deliver all the infor&ation a%out the concept in shorter and the students 5ust sit and listen onl'# xample12*odel -nsubel reception 3David %.-nsubel 04506. /.7 Information %rocessing *odel /.7.0 I!"'&*-TI'! %&'C ++I!G T$ '&# &* Gagne. -This theor' explains ho* the infor&ation o%tained in a learning process# -Sti&ulation of the external environ&ent is received in the nervous s'ste& through the senses then infor&ation *ill %e interpreted in a &e&or' then it is sent to the store long-ter& and ulti&atel' to drive the reaction through the nervous s'ste&# -.hases of the learning process according to the theory of Gagne. i# .hase &otivation - Expectations ii# .hase understanding - o%servation-Savings .erceptions iii# .hase .rocure&ent - Encoding - 3eserve Earl' iv# 3etention .hase - Storage - ?e&or' Store v# .hase ?e&or' /ac) - =iven /ac) - Search

vi# .hase generali1ations - Transfer vii# .hase .erfor&ance - response viii# 0eed%ac) phase - 3einforce&ent IG$T T#% + '" ) -&!I!G T' G T I!"'&*-TI'!1 In 04889 Gagne tried to explain the eight t'pes of learning fro& the si&ple to the co&plex, 06 )earning Through the signal -Shaped pri&itive# 0or exa&ple, 6u&an experience learn a%out fire s&o)e signal# 76 )earning stimuli2reaction -3elate the sti&uli that are planned and sti&ulated %' an individual response# The teacher sho*s a concrete thing students &ention of his na&e# :6 )earning Through the Chain -3efers to the relationship of various sti&uli-response learning thereafter# 0or exa&ple, ?a)e a sentence *ith the *ords relate# /6 )earning Through .erbal -ssociations -It is a %asic for& of language learning# Exa&ple, 3elate the na&e of the address# ;6 )earning Through *ultiple differentiation. -3efers to learning to select onl' one response to various sti&uli# Exa&ple, 3eferences to e and e students *ill use onl' one ter& such as chec) advocate# 56 )earning concept -3efers to esta%lishing the concept of learning *ith a representative s'&%ol on the sa&e characteristics# 0or exa&ple, %ags fruit %oo)s# 86 )earning principles. -+ccording to the stud' of the relationship of t*o or &ore concepts the' have learned# 0or exa&ple, $ater flo*s into a lo*er place# <6 )earning problem2solving -It is learning through the process of thin)ing a thin)ing pro%le& solving %' using the concepts and principles the' have learned# Exa&ple, Solve &athe&atical pro%le&s# /.7.7 *'D ) Taba

+# The concept e&phasi1es the %uildingB concept can %e for&ed precisel' through arrange&ents teaching &aterials in an appropriate sisite&# /# + concept should %e conducted through four &ain stages na&el', 06 )evel of compilation Organi1e the facts %' o%serving characteristics and difference e(uations# 76 establishing the concept stage 2haracteri1e and classif' the facts %ased on co&&on characteristics into specific categories# :6 form the legal level ?a)e inferences or generali1ations of the relations %et*een the categories for&ed in stage 7# /6 +tage application -The use of generali1ations or conclusions in ne* situations# /.7.: *'D ) in=uiry +# E&phasi1e the process of (uestionnaire to o%tain infor&ation# T*o# These activities re(uire the students (uestionnaires to identif' the for&s of (uestions for&ing h'potheses planning and carr'ing out research activities and finall' to the conclusion# Exa&ple, a6 +cience In=uiry *odel 3*odel Dewey6 -Used to stud' the principles pheno&ena and characteristics of the ele&ents of science# -/ased on five steps, i# I4ENTI0E T6E .3O/LE? ii# 0IN4 IN0O3?+TION SU??+3E iii# ?+DE + 6E.OT6ESIS iv# 6E.OT6ESIS TESTIN= v# SU??+3E O0 T6E +SSESS?ENT +N4 b6 *odel of +ocial In=uiry - 3evie* of topics related to social and hu&anitarian fields# - 3evie* process %ased on o%servation of activities intervie*s or (uestionnaires# - Includes F steps, i# 0O3?+TION O0 T6E .3O/LE? /E TE+26E3 ii# 6E.OT6ESIS 0O3?+TION /E T6E STU4ENT

iii# 4IS2USSION A+LI4ITE O0 6E.OT6ESIS iv 6E.OT6ESIS TO .3OAI4E 4E0INITIONS v# 0IN4 SU..O3T 0O3 T6E 6E.OT6ESIS vi# SU??+3E O0 2ON2LUSIONS O3 c6 *odel >urispudential In=uiry - Used to find the truth and accurac' issues isu#Ia also lie in the de%ate activit'# Exa&ple, Learning Science is &ore useful than stud'ing +rts# 4ivided into t*o, -

i62guided in=uiry - Through the guidance of teachers - Suita%le for Se)#3endah and secondar' levels# ii6 'pen2In=uiry - Not to give an' guidance# +ll processes carried out oleh&urid o*n# - Suita%le for upper secondar' school level and higher level# iii6 +uchman In=uiry /ased on the assu&ption that the strategies used %' scientists can also %e used as a &odel of teaching in school su%5ects especiall' science# d6 *odel - Introduced %' .rofessor $illia& Dilpatric) (!89!-!"F5)# -.ressing the concept of learning to increase student interest *hen carr'ing out the planned learning activities# -Suggested that students learn through pla' practical *or) field*or) and visits# /.7./ *odel %enga?aran-++,& -2-nalyse )earner (student anal'sis) (!) =eneral characteristics, age stage socioecono&ic latar%ela)ag (7) )opetensi in specific stagesB existing s)ills (;) learning st'le *hether auditor' visual or )inesthetic +2+tate 'b?ective (specif' O/@) (!) &ini&u& level students should have learned *ith &e&%ers of . G . (7) focus on %reast cancer )no*ledge s)ills and ne*-for learned %ehavior# +2+elect method9 media @ materials (&ethods &edia &aterials) -Methods, si&ulation de&onstration training drills# Media; criteria(!) corresponds *ith the curriculu& (7) infor&ation tpt H t)ini (;) clear language

(:) pull the interest H &otivation trigger (5) hot-%looded students pli%atan (F) the technical (ualit' (9) proven effectiveness (8) is a guide to %e used# Materials 4esignB ta)e into accountB - o%5ectives - student - cost - technical expertise - e(uip&ent - facilities - ti&e , ,tilise *edia materials (use of &edia &aterials)B (!) previe* of the &aterial (7) provide &aterial (;) provide an environ&ent (:) sedi)n pla5ar (5) present the learning experience# &2&e=uire )earner %articipation (push student involve&ent)B exercises (ui11es pro5ects 2 valuate and & .I+ (value and tic)) (!) the value of student achieve&ent (7) it produced E4 (;) &edia H &ethods (:) the use of teacher (5) the use of pupils# "ive. C'!C %T ) -&!I!G Learning is a process of infor&ation and experience accu&ulate in %erterusan#Ia occur in a person since he *as %orn# (Da&aruddin 65#6usin case# ";)# The learning process involves the i&ple&entation of the strategies that ena%le students to achieve goals and change certain %ehaviors and ha%its to ac(uire )no*ledge and positive attitude# Learning is usuall' defined as the change is per&anent and sta%le %ehavior caused %' experience or training and %ac)ing# The learning process is not due to the &aturit' factor or factors %adsan constitutional change# +n' use of energ' for learning ne* &aterial and solve a pro%le& can %e considered as part of the learning prosese dsripada#

Learning features, -It is an ongoing process# -It can occur consciousl' or unconsciousl'# -It is through Learning process such as, +# Sti&ulus and the environ&ent (Teachers %oo)s parents friends fil&) T*o# +ppropriate sti&ulus selected %' the sense organs# (.ositive sti&ulus and &eans) Three# Sti&ulation of the %rain to %e processed and accepted &eaning# (Thoughts and experiences thoughts reflections anal'sis and evaluation) :# 0or&ation of experience or )no*ledge in &e&or'# (+ccepted and re&ain in &e&or' to %e called %ac)) 0ive# .ractice experience or ne* )no*ledge in an appropriate situation and &atch# (Transfer studies in the sa&e situation)# F# 2hanges in %ehavior# (3eal learning)

T '&I ( )->-& D-! % *( )->-&-! 0. %andangan (ehavioristik dan Aonstruktivistik tentang (ela?ar

( $-.I'&I+TIA

A'!+T&,ATI.I+TIA

/ehavioristi) &e&andang %ah*a pengetahuan adalah o%5e)tif pasti dan tetap serta tida) %eru%ah# .engetahuan telah terstru)tur dengan rapi#

Donstru)tivisti) &e&andang %ah*a pengetahuan adalah tida) o%5e)tif %ersifat te&porer selalu %eru%ah-u%ah dan tida) &enentu#

/ela5ar adalah perolehan pengetahuan sedang)an &enga5ar adalah &e&indah)an pengetahuan )epada orang 'ang %ela5ar

/ela5ar adalah &en'usun pengetahuan dari pengala&an )on)ret a)tivitas )ola%orasi dan refle)si seta interpretasi# Sedang)an &enga5ar &enata ling)ungan agar sang pe&%ela5ar ter&otivasi dala&

&enggali dan &enghargai )etida)&enentuan#

Sang pe&%ela5ar diharpa)an &e&ili)i pe&aha&an 'ang sa&a terhadap pengetahuan 'ang dia5ar)an# +rtin'a apa 'ang dipaha&i oleh penga5ar itulah 'ang harus dipaha&i oleh sang pe&%ela5ar#

Sang pe&%ela5ar a)an &e&ili)i pe&aha&an 'ang %er%eda terhadap pengetahuan tergantung pada pengala&ann'a dan perspe)tif 'ang dipa)ai dala& &engintrospe)si)an n'a#

7. %andangan (ehavioristik dan Aonstruktivistik tentang Tu?uan %embela?aran

( $-.I'&I+TIA

A'!+T&,ATI.I+TIA

Tu5uan pe&%ela5aran ditentu)an tentang pena&%ahan pengetahuan

Tu5uan pe&%ela5aran ditentu)an tentang %agai&ana %ela5ar

:. %andangan (ehavioristik dan Aonstruktivistik tentang +trategi %embela?aran

( $-.I'&I+TIA

A'!+T&,ATI.I+TIA

.en'a5ian isi &ene)an)an pada )etra&pilan 'ang terisolasi dan &enga)u&ulasi fa)ta dengan &engi)uti urutan dari %agian )e )eseluruhan

.en'a5ian isi &ene)an)an pada penggunaan pengetahuan secara %er&a)na &engi)uti urutan dari )eseluruhan )e %agian

.e&%ela5aran &engi)uti urutan )uri)ulu& secara )etat

.e&%ela5aran le%ih %an'a) diarah)an untu) &eladeni atau &ela'ani pertan'aan dan pandangan sang pe&%ela5ar

+)tivitas %ela5ar le%ih %an'a) didasar)an pada %u)u te)s dan pene)anan pada )etra&pilan

+)tivitas %ela5ar le%ih %an'a) didasar)an pada data pri&er dan %ahan &anipulatif dengan pene)anan pada )etera&pilan %erpi)ir )ritis

.e&%ela5aran dan evaluasi &ene)an)an pada hasil

.e&%ela5aran &ene)an)an pada proses

/. %andangan (ehavioristik dan Aonstruktivistik tentang +trategi valuasi

( $-.I'&I+TIA

A'!+T&,ATI.I+TIA

Evaluasi &ene)an)an pada respons pasif# Detra&pilan secara terpisah dan %iasan'a &engguna)an tes tertulis

Evaluasi &ene)an)an pada pen'usunan &a)na secara a)tif 'ang &eli%at)an )etra&pilan terintegrasi dengan &engguna)an &asalah dala& )onte)s n'ata

Evaluasi dengan &enuntut 5a*a%an %enar &enun5u))an %ah*a sang pe&%ela5ar telah &en'elesai)an tugas %ela5ar

Evaluasi dengan &enggali dan %erpi)ir secara %er%eda pe&ecahan ganda %u)an han'a 5a*a%an %enar

Evaluasi %ela5ar dipandang se%agai %agian terpisah dari )egiatan pe&%ela5aran dan %iasan'a dila)u)an setelah )egiatan %ela5ar dengan pene)anan pada evaluasi individu

Evaluasi &erupa)an %agian utuh dari %ela5ar dengan cara &e&%eri)an tugas-tugas 'ang &enuntut a)tivitas %ela5ar %er&a)na serta &enerap)an apa 'ang dipela5ari dala& )onte)s n'ata# Evaluasi a)an &ene)an)an pada )etera&pilan dan proses dala& )elo&po)

Teori (ela?ar Alasik Teori %ela5ar )lasi) didasar)an pada pe&i)iran para filosofis 'ang %ersifat su%5e)tif , 1. Teori disiplin mental / psikologi fakultas / psikologi unsur /ela5ar &elalui introspe)si ota) &anusia 'ang terdiri atas %agian-%agian 'ang &e&ili)i tugas %er%eda (%erpi)ir &era%a fantasi perasaan )ehenda))# @i*a &anusia terdiri dari unsur-unsur tertentu dan unsur-unsur terse%ut dise%ut dengan da'a-da'a 5i*a# Orang a)an dapat %ela5ar 5i)a &entaln'a dilatih dengan )5eras teruta&a da'a nalarn'a dan selan5utn'a %ela5ar identi) dengan &engasah ota)# .andangan )lasi) , orang pintar adalah orang 'ang &enguasai il&u pasti (logis &ate&ati) dan logis %ahasa)# 2. Teori humanisme klasik / naturalisme Teori hu&anis&e )lasi) dia5u)an oleh ?aslo* sedang)an naturalis&e di)e&%ang)an oleh @#@ 3ousseau dan .estal11i#

Ia &engu&pul)an %iografi orang-orang ter)enal dari %er%agai %idang# Se&ua orang nor&al %erpotensi &en5adi orang he%at# ?anusia se%agai satu )epri%adian 'ang utuh dan dala& 5i*a &nausia ada tiga aspe) 'aitu afe)tif )ognitif dan psi)o&otor# Naturalis&e oleh @#@ 3ousseau &engata)an %ah* aana) pada *a)tu lahir adalah %ai) 5i)a ana) rusa) itu a)i%at pengaruh ling)ungan# Darena pada *a)tu itu &oral &anusia pada level 'ang terpuru)# /ela5ar adalah &e&%iar)an ana) ut&%uh dan %er)e&%ang dengan sendirin'a secara ala&iah dan tida) diapa-apa)an# 0reedo& to learn %erarti I&e&%iar)an ana) %ela5ar dengan %e%as )arena orang dapat &enga)tualisasi)an dirin'a secara penuh 5i)a orang terse%ut tida) diganggu#J

3. Teori apersepsi dan teori tabularasa / empirisme

Ota) &anusia seperti *adah 'ang siap &ena&pung apa sa5a dan pengetahuan 'ang telah &asu) terse%ut dise%ut apersepsi# Teori ta%ularasa H e&piris&e 'ang dilontar)an oleh @ohn Loc) &en'ata)an %ah*a I+na) %agai)an )ertas )osong 'ang siap ditulis oleh pendidi) dan lin)gungan 'ang &e&pun'ai pengaruh terhadap ana) itu nantin'a#

T-A+'!'*I D'*-I! %+IA'*'T'& +da tiga ta)sono&i uta&a do&ain psi)o&otor 'aitu se%agai %eri)ut , 0. -pa yang dilontarkan oleh &. Dave dalam karyanya Psychomotor omain 304586

Tingkat

Definisi

Aata Aer?a yang *emungkinkan

?engi&itasi

?enga&ati se%uah )etera&pilan dan %erusaha &engulangin'a atau &elihat /erusaha &en'alin &en dupli)asi se%uah produ) 'ang terelesai)an dan &engi&itasi &eniru-niru dan seterusn'a %erusaha untu) &enirun'a )eti)a hadir dala& %entu) contoh

?e&anipulasi

?e&ain)an )etera&pilan atau &enghasil)an produ) dala& suatu &ode ?en'elesai)an &engi)uti &e&ain)an 'ang %isa dia)ui dengan &engi)uti &ela)sana-)an &enghasil)an dan penga5aran-penga5aran u&u& daripada seterusn'a penga&atan

.resisi

Secara independen &e&ain)an )etra&pilan atau &enghasil)an se%uah ?encapai secara auto&atis &engatasi produ) dengan a)urasi proporsi dan dengan ahli &e&ain)an dengan %agus )epastian pada suatu ting)atan 'ang se)ali ahli

+rti)ulasi

?e&odifi)asi )etra&pilan atau produ) untu) &en'e-suai)an dengan situasi ?engadaptasi &engu%ah &engarah %aru &engo&%inasi)an le%ih dari satu pada )ondisi 'ang le%ih %ai) &e&ulai )etra&pilan dala& rang)aian dengan dan seterusn'a har&oni dan )onsistensi

Naturalisasi

?en'elesai)an satu )etera&pilan atau le%ih dengan &engurangi dan &e&%uat Secara natural secara se&purna dan )etra&pilan auto&atis dengan seterusn'a penggunaan fisi) atau &ental 'ang ter%atas

7. -pa yang dinyatakan . +impson dalam karyanya 9 The !lassification of "ducational #b$ecti%es in The Psychomotor omain & The Psychomotor omain 304876

Tingkat

Definisi

Aata Aer?a yang *emungkinkan

.erspesi

De&a&puan untu) &eng-guna)an is'arat sensoris untu) &e&andu a)tivitas fisi)

?e&%eda)an &engiden-tifi)asi &en'ele)si dan seterusn'a

.erang)at

Desiapan untu) %ertinda) &engharus)an pe&%ela5ar ?engasu&si)an se%uah posisi &ende&onstrasi)an se%uah )esadaran &ende&onstrasi)an &enun5u))an dan atau pengetahuan tentang perila)u 'ang seterusn'a di%utuh)an untu) &engguna)an )etra&pilan

?e&andu 3espons

Tahapan a*al pe&%ela5a-ran )etra&pilan 'ang )o&ple)s &e&asu))an i&itasi %isa /erusaha &engi&itasi &enco%a dan &en'elesai)an lang)ah-lang)ah 'ang seterusn'a terli%at dala& )etra&pilan se%agai&ana 'ang diarah)an

?e)anis&e

De&a&puan untu) &ela)u)an suatu )etra&pi-lan &otoris 'ang )o&ple) tahpaan pe&%ela5aran lan5utan se%uah )etra&pilan 'ang )o&ple)s

3espons )o&ple)s 'ang 5elas

De&a&puan untu) &engguna)an )etra&pilan psi)o&otor 'ang )o&plet secara %enar

?en'elesai)an &engope-rasi)an &ela)sana)an dan seterusn'a

+daptasi

/isa &e&odifi)asi )etra&pilan &otoris ?engadaptasi &e&odifi)asi &erevisi agar sesuai dengan se%uah situasi %aru dan sterusn'a

?encipta

De&a&puan &enge&%ang )an se%uah )etra&pilan asli 'ang &engganti)an ?encipta)an &endesain &e&ulai )etra&pilan seperti 'ang pada a*aln'a sesuatu dan seterusn'a dipela5ari

:. -pa yang digambarkan -. $arrow9 dalam karyanya ' Ta(onomy of The Psychomotor omain & ' )uide for e%eloping *eha%ioral #b$ecti%es 304876

Tingkat

Definisi

Aata Aer?a yang *emungkinkan

=era)an relfe)s

3efle)s seg&ental inter-seg&ental dan ?enanggapi dan seterusn'a supra-seg&ental

=era)an funda&ental dasar

=era)an lo)o&otor gera)an nonlo)o&otor dan gera)an &anipulatif

De&a&puan perseptual

De&a&puan )inesteti) visual audio dan dis)ri&inasi n'ata serta )e&a&puan ter)oordinasi

De&a&puan fisi)

4a'a tahan )e)uatan fle)si%ilitas G )etang)asan

=era)an tera&pil

?e&asang &en'esuai)an Detera&pilan sederhana ga%ungan &engonstru)si &e&%edah dan dan )etra&pilan adaptif 'ang )o&ple)s seterusn'a

Do&uni)asi nondis)ursif#

=era)an e)spresif dan interpretif#

?en'usun &encipta)an &enggu%ah &endesain &e&ulai sesuatu dan seterusn'a#

+ *(I)-! % &I!GA-T % *( )->-&-! G-G!

?enurut =agne isi pela5ar 'ang ingin disa&pai)an )epada pela5ar perlu &elalui aras pe&indahan dan penu)aran &a)lu&at 'ang %erlalu dala& ingatan seseorang individu &engi)ut turutan 'ang tertentu# Sehu%ungan dengan itu =agne telah &encadang)an se&%ilan pering)at pe&%ela5aran 'ang harus dilalui oleh pela5ar seperti 'ang %eri)ut,

% &I!GA-T % *( )->-&-! ! 7 4apat)an perhatian pela5ar .e&%eritahuan o%5e)tif pe&%ela5aran )epada pela5ar ?e&perolehi )e&%ali pe&%ela5aran la&pau .erse&%ah)an rangsangan

% ! &-!G-! ?endapat)an perhatian (=ain +ttention)# @ang)aan guru )e atas tahap )efaha&an 'ang harus dicapai oleh pela5ar perlu di)etahui oleh pela5ar (Expectanc') ?engingati )e&%ali pe&%ela5aran lepas (3ecall prior learning)

?en'edia)an rangsangan (.resent Sti&ulus)# .ela5ar dapat &engenal pasti per)aitan &a)lu&at dan &e&ilih setiap satun'a &engi)ut persepsi &asing&asing# ?en'edia)an %i&%ingan pe&%ela5aran &enerusi )aedah 'ang %ersesuaian seperti latihan (=uide Learning)# ?enun5u))an prestasi &enerusi prose pengeluaran se&ula &a)lu&at dari ingatan (Elicit .erfor&ance)# ?e&%eri &a)lu& %alas untu) &engu)uh)an )efaha&an pela5ar serta &e&per%etul)an )esilapan pela5ar se)iran'a ada (.rovide 0eed%ac)) ?enilai pencapaian &enerusi )aedah 'ang %ersesuaian seperti soal-5a*a% (+ssess .erfor&ance) ?engu)uh)an ingatan dan pe&indahan &a)lu&at )e situasi atau )eadaan 'ang %aru (Enhance 3etention)

?e&%e)al)an %antuan )epada pela5ar

.enghasilan tinda) %alas

.e&%erian &a)lu& %alas

.enilaian pencapaian

"

=eneralisasi

$6+T +..3O+26ES ?ET6O4S TE26NIQUES +N4 ST3+TE=IES 0O3 TE+26IN=K Soon Sang ?o) !""7 .edagog' 7 p 8 L The approach - the path ta)en L ?ethod - an orderl' fashion 5e*eler' G s'ste&atic L Techni(ues - &ethods of for&ing techni(ues# 0or exa&ple &ethods of telling a stor' telling M techni(ue (st'le)B s)ills of telling a stor'B a variet' of techni(ues# $6+T IS T6E 4I00E3EN2E /ET$EEN ST3+TE=IES ?ET6O4S +N4 TE26NIQUES TE+26IN= +..3O+26K +pproach M +pproach (pp# 58) + *a' to ?eans of 3eaching + *a' of considering H dealing *ith eg a pro%le&, a ne* approach TE26NI2+L M Techni(ue (pp# !759) .roficienc' or s)ill in the practical art H science eg a teacher *ith a good voice %ut poor techni(ue + *a' of +chieving one<s purpose s)illful# (Source, 26+?/E3S EN=LIS6 EN2E2LO.E4I2 42TI ON+3E) $hat is the 2lassification of Teaching and Learning StrategiesK +# 2entrali1ation Strateg' =uru T*o# Student 2entric Strateg' Three# 2entrali1ation Strateg' Education ?aterials $6+T +3E T6E 26+3+2TE3ISTI2S O0 T6E TE+26E3 centered strateg'K +# Teachers pla' an i&portant role 7 L a one-*a' co&&unication# Teacher of the tal)ing# ; L autocratic leadership of teachers : L +chieve&ent of o%5ectives prioriti1ed teacher 5 L 4isse&ination of )no*ledge is &ore i&portant than nourish&ent value &oral H e&otional develop&ent# F L .resentation %' &e&ori1ing facts# 2onsidering the for& of learning H &e&ori1ing#

9 L Interaction %et*een students is passive# 8 L ?ethod entire class# " L The students less creative H not %erinitiatif# !> L Tools G Techni(ues - explanations de&onstrations lectures group H tea& stor'telling the *hole class# $6+T +3E T6E 26+3+2TE3ISTI2S O0 T6E STU4ENT centered strateg'K L .upils pla' an i&portant role 7 L t*o-*a' co&&unication# Teachers as) (uestions H guide# ; L teacher leadership de&ocraticall'# 4iscussion H pro&otion of students to provide opinions : L o%5ective the achieve&ent of students preferred 5 L The develop&ent of a co&prehensive student H %alanced (frightened) F L for&ative tests used in i&proving pupils# 9 L .resentation of teachers for &eaningful learning to understand and &a)e inferences 8 L 3eal interaction %et*een students is positive (cooperation tolerance &utual help) " L 3ule groups H different G cultivate interest of students !> L .upils *ho are creative H %erinitiatif# !! L Tools G Techni(ues - pro5ects in(uir' discover' discussion pen'oalanan the solution pro%le&s si&ulations role pla'ing %rainstor&ing s&all group etc# $6+T +3E T6E 26+3+2TE3ISTI2S O0 T6E SU/ST+N2E O0 E4U2+TION centered strateg'K ! L penting#.ergantungan pla' educational &aterials to the &aterial to achieve teaching o%5ectives# 7 L 2o&&unication H interaction %et*een teacher H &aterials or student H learning &aterials ; L Efficienc' H s)ills in teaching and learning priorit' : L The e&phasis on the ph'sical spiritual and cognitive# Students are trained in s)ills understanding and self-reliant# 5 L Teaching &eaningful interesting and effective# F L 3eal interaction %et*een ?uid &uch# .ositive social nature can %e nurtured through s&all &ethods - tests pro5ects discussions etc## 9 L a%stract )no*ledge can %e &ade concrete *ith the educational &aterials 8 L Tools G Techni(ues - co&puter print &aterials &odules text%oo)s reference %oo)s dictionaries tape recorders charts &aps graphs speci&ens slides video television pro5ector etc## The concept approach +ccording to the 6ouse 4ictionar' (!""8) the approach is a &eans or steps ta)en to initiate and carr' out a tas) such as solving pro%le&s# In the context of education the concept of ho* to approach a &eaningful approach such as the learning to the teaching of a su%5ect# In short the approach refers to the &anner in *hich certain su%5ects are taught to achieve its o%5ectives# The approach should %e %ased on the &odel principles or theories of learning for exa&ple, !# 7# ;# :# 5# F# 9# fro& concrete to a%stract fro& si&ple to co&plex fro& *hole to part fro& general to specific fro& specific to general fro& near to far fro& )no*n to un)no*n#

In short the approach in the field of education refers to a set of %era)sio&ati) learning theor' and practice in the teaching of a su%5ect %ased on the o%5ectives# The concept of method The &ethod is a *a' or &a)e a rule# It refers to a s'ste&atic series of actions that teachers *ith a vie* to achieving specific educational o%5ectives in the short ter&# 3ing)asna teaching &ethods is ho* to approach a su%5ect *ith o%5ective &easures of organi1ed deliver'# Technical concept In the context of education teaching techni(ues can %e defined as the s)ill is used for &anage&ent and i&ple&entation of teaching &ethods in teaching and learning activities# +&ong the teaching techni(ues co&&onl' used %' the teacher is telling techni(ues lecture discussion de&onstration drill and &e&ori1ation (uestioning sosiodra&a role pla'ing si&ulations pro%le& solving %rainstor&ing ga&es and so on#

The concept of -ctivity +ctivities or actions &ean gera)er5a# Under the educational context it involves all gera)er5a carried out %' teachers and pupils to achieve learning outco&es# In short the activit' consists of all actions in the teaching and learning# The concept of strategy Strateg' is a plan in place to achieve the goals or achieve&ents# It also &eans *isdo& in dealing *ith things# In the field of education the concept of strateg' refers to the *isdo& of choosing the approach and the efficienc' of planning &ethods and techni(ues in one teaching on the learning# In short teaching and learning strategies and planning refers to the deter&ination of the Seta &ethod of teaching techni(ues to achieve long-ter& o%5ectives in an effective approach# +ummary ?odel-%ased approach, principles or theories are %era)sio&ati) rules-base approach to procedural characteristics *hile the techni!ues are taught the s)ills of carr'ing out the &ethod# Teaching and learning strategies in close contact *ith the approach &ethods and teaching techni(ues# It refers to a plan effective in deter&ining the approach and selecting and organi1ing &ethods and techni(ues taught in a logical and s'ste&atic uantu) achieve opti&u& outco&es# "cti#it$ is a ne* approach to learning e&phasi1ed &odern education %ased on student activities# The concept of educational activit' is also closel' related to teaching and learning strategies#

-. Integration1 Integration of teaching &ethod and ho* &anage the progra& so that the various su%5ects and s)ills in the curriculu& &a' %e related to one another# This approach provides unit' to the school experience of students# T"'!+,-) 'PP.#'!+ -. Integration1 This approach is an inductive strateg' designed designed to help students develop

their understanding of the various for&s )no*ledge in addition to practice thin)ing 6igh on the infor&ation the' are stud'ing# This integrated &odel to see the students as a activel' shape their conception of topics %eing studied# T"'!+,-) 'PP.#'!+ -. Integration1 The purpose of the integrative approach is, to teach self-reliance and a solution pro%le& depends on the selfB to help students understand and appreciate the extent to *hich su%5ects and s)ills in school relates to a each other rather than exist separatel'B T"'!+,-) 'PP.#'!+ -. Integration1 The purpose of the integrative approach is, to create a high level of student interest personal nature of learning and the individual# It see)s to situations in *hich students can learn *hat the' *ant and need )no* rather than *hat is specified in curriculu& and T"'!+,-) 'PP.#'!+ -. Integration1 The purpose of the integrative approach is, To e&phasi1e the learning process and not su%stance su%5ect content and s)ills alone# This approach to learning in the social values *here students are encouraged to learn in cooperative *ith other students# T"'!+,-) 'PP.#'!+ Two. Inductive1 In this approach the teacher provides exa&ples *hich have the concept and regulation of the sa&e concept# 6o*ever the concept of regulation is not stated# Students *ill atte&pt to find an exa&pleexa&ples are given# T"'!+,-) 'PP.#'!+ Two. Inductive1 Through (uestioning techni(ues the teacher elicited attri%utes critical and non-critical is an i&portant feature and is not i&portant concepts learned# Through these exercises students *ill %egin to understand the concept of the sa&e that there are in all instances# T"'!+,-) 'PP.#'!+ Two. Inductive1

Teacher sho*s so&e exa&ples and non exa&ples concepts learned# Students &ust categori1e the exa&ples is the exa&ple and not %' exa&ple and explain the reasons %ased on essential features regulation concepts that are %eing learned# T"'!+,-) 'PP.#'!+ Two. Inductive1 +n exa&ple of the inductive approach is as follo*s, + teacher teaching the ani&al to the class concept# 6e as)ed students to provide nu&erous exa&ples of ani&als# 0ro& the exa&ples given %' students students are re(uired to identif' the characteristics and not the characteristics of the ani&als# Then ani&als *ere categori1ed into their respective groups respectivel'# The students &ade a general rule and concluded that the ani&al consists of five distinct groups (&a&&als a&phi%ians fish reptiles and %irds)# T"'!+,-) 'PP.#'!+ Three. Deductive In this approach teachers %egin *ith the rules concept or a general state&ent of *hat *ill proved in the teaching sessions# .rovides exa&ples that give evidence of the regulation concept# +tte&pts to elicit the i&portant features and is not i&portant the concept %' as)ing pupils# T"'!+,-) 'PP.#'!+ Three. Deductive ?ore exa&ples of teachers and nonexa&ples of learned concepts# Students &ust categori1e the exa&ples is the exa&ple and not %' exa&ple and explain the reasons %ased on essential features regulation concepts that are %eing learned# T"'!+,-) 'PP.#'!+ Three. Deductive +n exa&ple of the deductive approach is as follo*s, + teacher teaching .'thagorean Theore& topics in ?athe&atics# 0irst it descri%es the for&ula *ith respect to a right angle triangle# Then he give so&e exa&ples and not exa&ples# 0urther the students are re(uired to co&plete a fe* (uestions# T"'!+,-) 'PP.#'!+ /. A) ATI"1 E)le)tif approach is a co&%ination of &ethods as a co&%ination of inductive teaching approach and deductive#

%age 0 T'%IC 0 !.I&'!* !T-) +T,D# %&r in 'ahir ()* (+&h cam+us %age 7 Learn the concept of N Theor' Urie /ronfen%renner (a ps'chologist) have discussed the influence of the environ&ent on the gro*th and develop&ent of children# N 6e has introduced the S'ste& Theor' Ecological Nordin Tahir Ipoh ca&pus I.= 7 %age : N 6e said the child<s environ&ent consists of the five s'ste&s are, a) ?icro S'ste& setting and environ&ent is close to *e are li)e fa&il' friends school neigh%ors %) ?eso S'ste& N interpersonal relationship *ith others N If 'our child has pro%le&s at ho&e a large li)el' it *ill cause pro%le&s in school# Nordin Tahir Ipoh ca&pus I.= ; %age / c) The s'ste& E)so, N Experience in setting social that have an indirect influence on fa&ilies and individuals on the s'ste&# N Exa&ples of stress at *or) *ill affect our relationship *ith children indirectl' and children *ill feel less satisfied# Nordin Tahir Ipoh ca&pus I.= : %age ; d) ?acro S'ste& N S'ste& or %elief and ideolog' of a culture# N Exa&ple, the legal s'ste& education d) The s'ste& Drono N 3efers

to pattern event in environ&ent and the transition that occurs in life for life# N Exa&ple, the negative effects of divorce cri&e disaster an accident that occurred on societ'# Nordin Tahir Ipoh ca&pus I.= 5 %age 5 N $hat aspect of the overall develop&ent of students consists of a) Learning Environ&ent %) 2o&&unit' Learning Nordin Tahir Ipoh ca&pus I.= F %age 8 N There are t*o factors that influence learning environ&ent 06 %sychosocial exa&ple, - Tone of voice of a teacher - .olite (a polite *a' %eca)ap) - Nor&s or %ehaviors that are accepta%le - +n environ&ent conducive )earning nvironment Nordin Tahir Ipoh ca&pus I.= 9 %age < 76 %hysical Exa&ples of the ta%le in class - The traditional - The for& of cluster H cluster - 6orseshoe shape - The for& L - U-shape Nordin Tahir Ipoh ca&pus I.= 8 %age 4 Community )earning N 2o&&unit' learning is associated *ith refor& schools# N In the context of the school learning co&&unit' professional has five ele&ents na&el', !) 3eflective 4ialogue 7) .u%lic .ractice (de-privati1ation of practice) ;) 0ocus on the learning of students *ith :) 2olla%oration 5) nor&s and values that are shared Nordin Tahir Ipoh ca&pus I.= " %age 0B ChildrenCs )earning xperience N Ever' child *ill gain experience fro& $hat is done %' hi&self# N Nature stud' *ill develop the &ental and experience of children# N There are three division of the learning experience Opti&u& children na&el', i# 4irect experience ii# +ctive involve&ent of iii# 0reedo& Stud' N Nordin Tahir Ipoh ca&pus I.= !> %age 00 Direct experience /0irst +and "(perience1 N The experience usuall' involves the use of the senses such as sensor' touch s&ell taste see and hear# N This experience is also related to children<s experience children the&selves# 0or exa&ple, *hen a child touches

*ater heater in the )itchen the child auto&aticall' *ill attract hand %ecause he felt hot# N 6ere the children *ere using the senses of touch feel the heat# N Experience of this )ind *ill re&ind the child to *ill not touch so&ething hot again# In no 4irect the children have learned fro& their experiences o*n# Nordin Tahir Ipoh ca&pus I.= !! %age 07 -ctive participation /'cti%e ,n%ol%ement1 N 2hildren *ill learn through doing things# N 2hildren *ho participate activel' *ill have experience &ore than children *ho are not active or passive# To this end it up to order their o*n child as *ell as support fro& parents and teachers# N 2hildren can participate activel' to increase experience in ter&s of co&&unication *ith friends spea)ing %etter the for& of ph'sical s)ills &ore disciplined or )no* the li&its and li&itations that the' should a%ide in the things that the' do# 0or exa&ple, a child *ho li)es pla'ing foot%all *ith his friends at each evening *ill have &ore friends and %e a%le to develop hi&self fro& the ph'sical and cognitive# N 2o&pared *ith children *ho are onl' confined to the roo& the' do not have &an' friends and this &a' %e language s)ills affect the child# Nordin Tahir Ipoh ca&pus I.= !7 %age 0: "reedom +tudy N Ever' child has an interest learning st'le and thin)ing st'le different# N The experience the' have found is deter&ined ho* children learn and their interest in a &atter# 0or exa&ple, a child *ho has a deep interest the car *ill start to sho* their talents in the na&e the t'pes of cars *ill &a)e itself )no*n or &odel his o*n car# N The experience of these children *ill %e further enhanced %' related %oo)s or the' *ere ta)en a*a' to *atching car racing# Nordin Tahir Ipoh ca&pus I.= !; %age 0/ &ole @ Importance of %lay In the )earning %rocess *ain concept1 N ?ain ele&ents of volunteeris& intrinsic &otivation involving involve&ent and active ph'sical &ove&ent and have affecting the (ualit' of the i&agination (.ellegrini !""5)# N .la' in a child is learning# 2hildren instinctivel' li)e pla' and at the sa&e ti&e the' learn through pla'# N The notion of children pla'ing *ith adults is different# .la' in adults is to pla'# There are also *hich &a)es pla'ing as a profession such as pla'ing foot%all foot%all %ad&inton and golf# N 0or children t*o things *ill happen in the develop&ent of their social and cognitive# N Nordin Tahir Ipoh ca&pus I.= !: %age 0; Importance of %lay1 +ccording to .iaget (!"F7) *ith children pla'ing %ecause, N Express ideas feelings and e&otions N 3elax and pla' N Use of excessive force N .repare 'ourself for the next stage of develop&ent including adult N Learn a variet' of pro%le& solving (cognitive &anipulative social)

that contri%ute to intellectual develop&ent N Involves learning across three do&ains, cognitive ps'cho&otor and social N cultivating a learning process N The for&ation of identit' self s)ills and values Nordin Tahir Ipoh ca&pus I.= !5 %age 05 Importance of %lay "or %hysical Development1 N ?oving the ps'cho&otor N Increase ph'sical s)ills - running 5u&ping cli&%ing N Increase the sense of a%ilit' and agilit' - S&ell touch N Enhance &anipulative s)ills fasten paint paste N Increase %alance s)ills - s*i&&ing respirator' control Nordin Tahir Ipoh ca&pus I.= !F %age 08 Importance of %lay "or +osioemosi Development1 N Learn to interact positivel' N Learn to respect the rights of others N Aaluing the environ&ent N 3espect for cultural values Nordin Tahir Ipoh ca&pus I.= !9 %age 0< Importance of %lay for Cognitive Development1 N 6earing N Language N 3eading N 4iscuss N +cting Nordin Tahir Ipoh ca&pus I.= !8 %age 04 In (rief9 The importance of play is1 N Learn the concept of N Increase cognitive a%ilities N 0oster innovative thin)ing critical and creative N satisf' curiosit' through exploration N +ssist in resolving pro%le&s N 4evelop social s)ills N Understand the *orld around N Learning the language N 6elp students deal *ith feelings of anxiet' and depression N 4evelop positive interpersonal s)ills N 2ultivating a sense of responsi%ilit' N Learn the role of adults Nordin Tahir Ipoh ca&pus I.= !" %age 7B *ain category1 2ocial )ames& N ?eans of ga&es pla'ed in group N Occurs in stages in children<s develop&ent to*ards &aturit' of co&&unit' Nordin Tahir Ipoh ca&pus I.= 7> %age 70 Types of 2ocial )ame N .la' Unoccupied - not pla'ing *ith an' tools %ut onl' in the pla' area N Solitar' .la' - pla' alone regardless of other N .la' Onloo)er - o%serving 'our friends to pla'

N .arallel .la' - pla' alone using &ethod and the sa&e instru&ent *ith friends and *ithout discuss share their o*n pla' e(uip&ent N +ssociative .la' - pla' alone %ut interact as) (uestions and %orro* tools to a N 2ooperative .la' - pla' and *or) in group Nordin Tahir Ipoh ca&pus I.= 7! %age 77 !ogniti%e )ame type& N +ymbolic %lay - Using i&agination and role pla' - Use an o%5ect or o%5ects representing the role or roles true - learn a%out the role of the future solving pro%le& appreciate the &oral and cultural values N %lay "unction - Involves the response of &uscle activit' eg# thro*ing thro*ing )noc) - Using S.T# /ox *ooden %all - 6as the repetition &anipulation i&itation exploration Nordin Tahir Ipoh ca&pus I.= 77 %age 7: N %lay Constructive - Involves the construction of )no*ledge and )no* the *orld - Use &aterials to create an invention or creativit' - + tool used not in original condition ttp# - To %uild so&ething else N *ain &egulatory - Involving for&al ga&e rules set - Self-regulation can also %e created together - 3ules can %e &odified %' location or area - 4eveloping the child sociall' and e&otional announce&ent# co&pl' *ith the rules ta)e turns respect for colleagues co&&unication co&pro&ise etc## Nordin Tahir Ipoh ca&pus I.= 7; %age 7/ *ain characteristics of N The active involve&ent N intrinsic &otivation N 0ree to choose N 0un N Involving the adaptation process N Exploration N Si&ulation Nordin Tahir Ipoh ca&pus I.= 7:

Dealing with Individual Differences in the Context of +chool1 Teachers can address the pro%le& of individual differences in e&phasis or give consideration to certain aspects of the planning or carr'ing out teaching and learning activities# These aspects include, +# Students understand the difference I&portant for teachers to understand the differences in students ph'sicall' &entall' and e&otionall'# This understanding is ver' i&portant to teachers in order to provide appropriate services to students# This *ill avoid %iased teachers# T*o# Understand student %ehavior Teachers need to understand the %ehavior of his students to understanding and good relations %et*een students and teachers can

%e achieved# Teachers *ill %e &ore considerate and s'&pathetic to the students after understanding the %ehavior a%ilities and interests of different students# $ith the teacher to plan activities that can shape a desired %ehavior %' providing appropriate guidance# Three# .redict the %ehavior of pupils 0orecast or predict response and %ehavior that &a' arise in an' situation is i&portant#0or exa&ple if there is a h'peractive students in the class to %e taught *hat is pro%a%l' the %ehavior that &a' arise *hen teachers teachK Teachers ho* to overco&e these pro%le&sK $hat is the reaction of other students &a' %e led into the introvertK These (uestions &a' %e assu&ed and ans*ered %' the teacher %efore the planned teaching and learning in the classroo&# :# 2ognitive St'le 4ifferences and Learning St'les +fter several &onths the teacher *as teaching in a classroo& he *ill %e a%le to detect cognitive st'les and learning st'les of different students *ith different O# So&e people li)e to learn to use audio so&e visual so&e glo%al infor&ation processing and so&e anal'ticall'# It should %e understood so that teachers can provide learning &aterials that are appropriate# 0ive# 4esignation of teaching and learning o%5ectives 4ue to different levels of intelligence a&ong the students in developing teaching and learning o%5ectives teachers should ta)e the appropriate o%5ectives *ith students#Teachers also need to provide training or different activities for different a%ilit' groups so students do not continue to re&ain slo* and that can not get %ored# F# +pproaches strategies &ethods and techni(ues Teachers need to use appropriate strategies and approaches such as group activities to treat students differentl'# =roup activities are ver' suita%le for i&ple&entation as students in a different class in ter&s of capacit'# /' doing a group activit' intelligent students *ho can help students *ea)ened# 9# 4iversif' teaching aids Teachers need to use various teaching aids# The &aterials also &ust %e appropriate and can %e used %' all students# Teachers need to avoid the use of &aterials that so&e students can not use it# Eight# .rovide re&edial and enrich&ent progra&s Teachers need to plan and provide reha%ilitation progra&s to help the& overco&e learning pro%le&s encountered so that the learning pro%le& is not gathered up to that level can not %e revived# $hile for intelligent students the enrich&ent progra& that &an' have given so that the' are not tired of learning# "# .lan alternative activities So&eti&es teachers consider teaching and learning activities planned for the ver' appropriate and consistent *ith the o%5ectives to %e achieved# 6o*ever during i&ple&entation teachers find &ethods or techni(ues strategies and approaches used are not co&pati%le *ith so&e of his students# This situation *ill cause teachers to %e co&pletel' *rong and not )no* *hat to do# /ut if the teacher has to plan alternative activities other than that in the lesson plan he &a' &a)e an i&&ediate &odification of an' need# !># +l*a's co&pro&ise Teachers &ust understand that ever' student is uni(ue and different# Therefore teachers should al*a's %e *ell tolerated %' the students under an' circu&stances# 0or exa&ple teachers have to plan teaching and learning activities dee&ed &ost appropriate after considering the &atters descri%ed a%ove %ut still there are students *ho are una%le to achieve the learning or *orse there are so&e extrovert disruptive students *hile the teacher in teaching it# If confronted *ith this teachers should %ear the hassle of serving his students#

Dealing with Individual Differences in the Context of +chool1

Teachers can address the pro%le& of individual differences in e&phasis or give consideration to certain aspects of the planning or carr'ing out teaching and learning activities# These aspects include, +# Students understand the difference I&portant for teachers to understand the differences in students ph'sicall' &entall' and e&otionall'# This understanding is ver' i&portant to teachers in order to provide appropriate services to students# This *ill avoid %iased teachers# T*o# Understand student %ehavior Teachers need to understand the %ehavior of his students to understanding and good relations %et*een students and teachers can %e achieved# Teachers *ill %e &ore considerate and s'&pathetic to the students after understanding the %ehavior a%ilities and interests of different students# $ith the teacher to plan activities that can shape a desired %ehavior %' providing appropriate guidance# Three# .redict the %ehavior of pupils 0orecast or predict response and %ehavior that &a' arise in an' situation is i&portant#0or exa&ple if there is a h'peractive students in the class to %e taught *hat is pro%a%l' the %ehavior that &a' arise *hen teachers teachK Teachers ho* to overco&e these pro%le&sK $hat is the reaction of other students &a' %e led into the introvertK These (uestions &a' %e assu&ed and ans*ered %' the teacher %efore the planned teaching and learning in the classroo&# :# 2ognitive St'le 4ifferences and Learning St'les +fter several &onths the teacher *as teaching in a classroo& he *ill %e a%le to detect cognitive st'les and learning st'les of different students *ith different O# So&e people li)e to learn to use audio so&e visual so&e glo%al infor&ation processing and so&e anal'ticall'# It should %e understood so that teachers can provide learning &aterials that are appropriate# 0ive# 4esignation of teaching and learning o%5ectives 4ue to different levels of intelligence a&ong the students in developing teaching and learning o%5ectives teachers should ta)e the appropriate o%5ectives *ith students#Teachers also need to provide training or different activities for different a%ilit' groups so students do not continue to re&ain slo* and that can not get %ored# F# +pproaches strategies &ethods and techni(ues Teachers need to use appropriate strategies and approaches such as group activities to treat students differentl'# =roup activities are ver' suita%le for i&ple&entation as students in a different class in ter&s of capacit'# /' doing a group activit' intelligent students *ho can help students *ea)ened# 9# 4iversif' teaching aids Teachers need to use various teaching aids# The &aterials also &ust %e appropriate and can %e used %' all students# Teachers need to avoid the use of &aterials that so&e students can not use it# Eight# .rovide re&edial and enrich&ent progra&s Teachers need to plan and provide reha%ilitation progra&s to help the& overco&e learning pro%le&s encountered so that the learning pro%le& is not gathered up to that level can not %e revived# $hile for intelligent students the enrich&ent progra& that &an' have given so that the' are not tired of learning# "# .lan alternative activities So&eti&es teachers consider teaching and learning activities planned for the ver' appropriate and consistent *ith the o%5ectives to %e achieved# 6o*ever during i&ple&entation teachers find &ethods or techni(ues strategies and approaches used are not co&pati%le *ith so&e of his students# This situation *ill cause teachers to %e co&pletel' *rong and not )no* *hat to do# /ut if the teacher has to plan alternative activities other than that in the lesson plan he &a' &a)e an i&&ediate &odification of an' need# !># +l*a's co&pro&ise Teachers &ust understand that ever' student is uni(ue and different# Therefore teachers should al*a's %e *ell tolerated %' the

students under an' circu&stances# 0or exa&ple teachers have to plan teaching and learning activities dee&ed &ost appropriate after considering the &atters descri%ed a%ove %ut still there are students *ho are una%le to achieve the learning or *orse there are so&e extrovert disruptive students *hile the teacher in teaching it# If confronted *ith this teachers should %ear the hassle of serving his students#

%age 0

FUNCTIONS OF INTEREST IN THE WAY OF THINKING Sternberg INSTITUTIONS OF HIGHER EDUCATION 1 Yee Mei Heong, 2 Nuru N!"i!# $t A"!%, & Tee T'e Kiong, 1(2 Universiti Tun Hussein Onn Malaysia, 3 UPSI, Malaysi a. mhyee@uthm.edu.my Ab)tr!*t+, It is generally known that every individual has their own style of thinking. Style in question is the priority of the thinking styles (Sternberg, 1997). It is not a ability, but how we use our e isting !apabilities. "rigorenko, and #hang ($%%&) view that the style of thinking is the differen!e in the approa!h to a task and disagree'ent with their abilities. (eople have the fun!tion of style )hink differently. )ype of )hinking Style and fun!tion are two aspe!ts of diversity of thought i'portant in tea!hing and learning pro!ess. )he le!turers and students need know the strengths and weaknesses and thus able to a!hieve e !ellen!e in the pro!ess tea!hing and learning and in life. In this regard, a study of the Sternberg )hinking Styles fun!tion of interest in higher edu!ation institutions are planned to the above purposes. )his arti!le present preli'inary ideas. I'portant ele'ents that have been

)he fun!tions identified in Sternberg )hinking Styles in!lude* (a) )he legislative style, (b) + e!utive Style, and (!) Style of ,usti!e. )his arti!le talks also tou!hed on the definition, types and styles of thought think. In addition, this arti!le also try Sternberg )hinking Styles -odel (1997) and Sternberg )hinking Styles fun!tion of interest in higher edu!ation institutions. Ke-.or")+ )hinking Style, .un!tion of )hinking Style, -odel Sternberg )hinking Styles, )ea!hing and learning. 1,/ Intro"u*tion )he 'an !reated by "od as a !aliph, or leader on this earth has various benefits and advantages !o'pared with other !reatures. /dvantages and )his privilege is be!ause hu'an reason given. .ikiranlah 'ind that distinguishes a qualitative, between hu'ans and ani'als. Intelle!t or 'ind is the sour!e of intelle!tual knowledge (intellectual kno led!e" that produ!e knowledge through a pro!ess of thinking and reasoning 'ind. )hrough whi!h people !an 'ake reasoning (rationali#e", establishing the !on!ept of (conce$tuali#e", understand (com$rehend" and others ("ha0ali, $%%%). )houghts generated was due to the situation of doubt or proble's arise. )hought is a psy!hologi!al a!tivity that is used to solve proble's in situations en!ountered. )hought is the basis of the edu!ational pro!ess and not an edu!ator who will deny that the develop'ent of 'athe'ati!al thinking is not i'portant. )he !on!ept of thinking 'ay be for'ulated as a pro!ess that uses the 'ind to find 'eaning and resolution of a !on!ern or proble' that 'ay arise by using a variety of ways 'ake 1udg'ents and de!isions as well as logi!al and reasonable refle!tion of the pro!ess e perien!ed. )he ability to think !learly is very i'portant. +du!ators should be aware that as the !ountry fa!es a future full of !o'petition, edu!ation is the nature futuristi!, the edu!ator should be able to provide our young generation to fa!e the !hallenges of the future. In addition, edu!ators need to !reate a generation of knowledge for think, a!t and produ!e so'ething useful based on a global s!ope and latest te!hnology, and able to !ope with the develop'ent of wave and !urrent !hanges
%age 7

$ (-oha'ad, $%%2). +du!ators are always looking for a suitable basis for tea!hing how to learning pro!ess !an o!!ur effe!tively. It is generally known that every individual has a style of thinking

own. Is defined style of thinking style preferen!es. It is not an ability, but how we use our e isting !apabilities. )he individual3s thinking style is different. .or e a'ple, so'e like to 'ake their own de!isions and do not want to follow di!tates of others, so'e like to a!t a!!ording to what was ordered, so'e like analy0ed a !arefully before doing things and 'any 'ore styles of thinking 'ultifor'. )hus, ea!h individual 'ust find a style of thought and ability who owned by the' so that they !an be used as the yardsti!k in i'proving their perfor'an!e. )hought i'portant to edu!ators and students to 'eet the !hallenges of the infor'ation age, adapt to the !hanging workpla!e and 'aintain a de'o!rati! syste'. 4owever, ea!h student has different abilities, they should be treated the sa'e whether the student is late or !lever. In general, based on plans that have been established by the govern'ent, the i'portan!e of edu!ation and e !ellen!e is e'phasi0ed in the vision toward $%$%. Studies on the aggressive style of thinking outside the !ountry, espe!ially in the west. 4owever, the passion for !ondu!ting resear!h in the field of thought is still la!king in -alaysia. So thinking style aspe!ts should be e'phasi0ed to reali0e the ob1e!tive of (hilosophy of +du!ation 5here national develop'ent potential of individuals in a !o'prehensive and integrated approa!h to e'phasi0ed in the edu!ation syste' so that students are able to a!hieve su!!ess in either a!ade'i! and daily life. 2,/ T#oug#t 6riti!al thinking in everyday life. 4ow !an one think influen!e their shaping a person3s life. )hought to have !o'e under review sin!e the days of (lato and /ristotle. /s /ristotle said that 'an has 'u!h in !o''on with ani'als. 6hara!teristi!s that distinguish hu'ans fro' other ani'als is rationality, whi!h is the ability to think. 7or'ally, the thinking asso!iated with the brain. )hought assu'ed as 3silent spee!h3 (silent s$eech" like to talk to yourself without a referen!e. )hinking is a 'ental pro!ess requires knowledge. It involves the treat'ent of !ertain 'ental skills and dire!ted towards solving proble's. In other words, thinking is the effort to e a'ine and !onsider an ite' of infor'ation !arefully based on !ertain !riteria. )hinking is 'ental a!tivity in whi!h knowledge a!quired and pro!essed by the inferen!e pro!ess. /!!ording to Isla', think is wat!hing the 'ind fun!tions to brain power to work and operate. )hought for'ulated as a pro!ess that uses the 'ind to find 'eaning and resolution

of doubts or proble's that arise with the use of various 'eans of 'aking 1udg'ents and de!isions as well as a logi!al refle!tion of the pro!esses involved. 2,1 0ro*e)) T#oug#t In general, thinking is a pro!ess that involves the treat'ent of 'ental operations !ertain a!ts in the 'ind of a person with a view to solving proble's and 'aking de!ision. )hought pro!ess is 8operations that o!!ur in individual 'ental,8 in whi!h the for'ation of !on!epts and prin!iples. )he pro!ess of understanding, proble' solving and 'aking de!ision requires a !reative individual 'ental operations (Shuh'y, $%%&).
%age :

2 2,2 T-1e o2 T#in3ing /!!ording to -unir and /0lena ($%%$), there are 'any styles of thinking has been identified by pri'ary !are e pert thinking skills that !an be applied to help solve proble's and 'ake de!isions in daily and professional life. )here are four general types of thinking* (/) 6riti!al )hinking (9) 6reative )hinking (6) !onvergent thinking (:) divergent thinking 2,2,1 Criti*! T#in3ing 6riti!al thinking is refle!tive thinking, the thought and give serious !onsideration about so'ething. /!!ording to 9loo'3s )a ono'y (19;<), !riti!al thinking involves three types of 'ental a!tivity, su!h as analysis, synthesis and evaluation. )he purpose of tea!hing thinking !riti!al is that individuals 'ay think in a fair, ob1e!tive and is always !lear and pre!ise in his a!tions (Shuh'y $%%&). 6riti!al thinking is a for' of thinking is not only a!!ept or agree on so'ething. It is !riti!i0ed. Individuals with !riti!al thinking will provide advan!e noti!e of any 'atter or issue dis!ussed before giving their opinion. (eople who have this thought also very !areful in 'aking a !hoi!e be!ause they do not easily a!!ept things the whole. 2,2,2 Cre!ti4e T#in3ing 6reative thinking as a !reative produ!tion, as a result of students tested in a!!ordan!e with !riteria to deter'ine whether the results truly !reative or original. )his thinking is a behavioral behavior and thought a great 'an, !an do whatever you want. In fa!t, in !riti!al !ondition at all, people are still able to prove its ability to solve a proble'. )herefore, the age effe!t. )his is be!ause in logi!, when age an in!rease, it also in!reased the level of knowledge and influen!e the level of !reativity. 4owever, !reative thinking 'ust be based on the e perien!e 'anipulation and e isting knowledge. )hrough the e perien!e and knowledge he possessed, a will be working on several input ideas in 'ultiple perspe!tives and di'ensions for

!reate new ideas or better results than before in 'aking de!isions and solve the proble'. 2,2,& *on4ergent t#in3ing 6onvergent thinking is the power of thinking allows one to use knowledge e isting integration logi! and order to produ!e a !o''on idea or answer. )his thought refers to the ability to fo!us in a dire!tion to find an answer. In !onvergent thinking, an individual is applying his knowledge and the rules and prin!iples in an effort to find the one 'ost appropriate answer. / person who !onvergent thinking are often able to solve proble's that require an answer !orre!t. )hese people also do not like to guess and will not try to answer so'ething that is un!ertain. 2,2,5 "i4ergent t#in3ing :ivergent thinking requires 'any and varied answers. It is also known as hori0ontal or lateral thinking that the proble' !an be solved in various ways. Individual
%age /

= who have thought this would work to for'ulate and analy0e all proble' that there is, find sintesisnya, and do the assess'ent. )his kind of thinking also en!ourages !reative thinking and 'ore suitable for use in the arts and hu'inistik. In divergent thinking, e perien!e or knowledge and new ideas are used si'ultaneously to solve the proble' by providing a variety of possible answers. It is dee'ed the answer the answers given are logi!al and a!!eptable. 2,& T#in3ing )t- e Sternberg ($%%&), "rigorenko ($%%&) and #hang ($%%&) e plained that the style of thinking is differen!es in the approa!h to a task and disagree'ent with the ability their view, learn and think. /!!ording #bukove! and "ru' ($%%=), the pattern thinking is defined as a priority way of thinking. It is a !o'bination of global (!lo%al", lo!al (local", liberal (li%eral", internal (internal", e ternal (e&ternal", and !onservative thinking styles. )he !on!ept of diversity of style 'eans that the differen!e in !onte t and 'ay be truly refle!t the need for an identity whi!h !an be questioned about the essen!e the individuality. )hrough resear!h done by "ar!ia and 4ughes ($%%%), resear!h wide range of styles has been developed by the 'odel e'phasi0es 'any different !ognitive !on!epts, approa!h to learning, synthesis of learning and thinking styles. )he !on!ept of !ognitive style e'erged fro' the efforts in the field of psy!hologi!al differen!es hu'an !ognitive behavior. 5hen a parti!ular !ognitive behavioral differen!es o!!ur in al'ost stable !ondition in an individual, then the label given to the !ognitive style !ondu!t title (/0i0i, $%%;).

6ognitive style is a bridge between the !ognitive or the deter'ination of intelligen!e and personality. )here are several types of !ognitive styles that have been !lassified by psy!hologists, in!luding are as follows* i. 'ield('ield(de$endent versus inde$endent ii. 6on!eptuali0ation style iii. "enerality 6ategory iv. )he !on!ept of differen!e v. >eveling the opponent Sharpening (Shar$enin! vs )evelin!" vi. S!anning (Scannin!" vii. ?efle versus i'pulsive viii. ?isk taking versus !areful i . )oleran!e for Strange + perien!e . @ersus !onvergent thinking divergent thinking 2,5 Sternberg T#in3ing St- e) Mo"e 617789 /!!ording to Sternberg ($%%7), style of thinking is not an ability, but 'ore towards how use of e isting !apa!ity in an individual. +very individual is not style, but 'ore to the profile of a style. /n organi0ation or govern'ent !an organi0ed in 'any different ways but all require at least three different fun!tions. )hey need to draft, they need to i'ple'ent legislation ena!ted. In addition, they need to 1udge whether the for'ulation is !onsistent with their prin!iples, and if !onsisten!y, the individual will a!t on the legislation. Sternberg (1997) )hinking Styles Inventory produ!e SternbergA5agner (Stern%er!( *a!ner Thinkin! Styles Inventory +,,-" to enable an individual to identify the fun!tion of style
%age ;

; think yourself. 4e !on!luded that there are three fun!tions of thinking styles that e ist in ea!h individual, na'ely* (I) Style >egislature ()e!islative Styles" (Ii) + e!utive Style (.&ecutive Styles" (Iii) Style of ,usti!e (/udicial Styles" 2,5,1 St- e :egi) !ture (Legislative Styles) Individuals who are !ategori0ed in the >egislature is a person who likes to 'ake things a!!ording to their own style and own rules. )hey like to !reate, 'enfor'ula and

plan of things. In general, they are those who like to 'ake regulations own. >egislative individuals prone to proble's that are not tied to anything but 'ore to their own proble's !an be solved. Individuals who are !ategori0ed in the style is also 'ore !reative and tend to a!tivities su!h as writing, design pro1e!ts and !reate new business. )his is be!ause individual !reative not only require the ability to produ!e new ideas but also a desire to i'ple'ent it. )he >egislature has spe!ified the likes and dislikes shown in )able 1 T!b e 1+ T#e 1re2erre" !n" not 1re2erre" b- T#e :egi) !ti4e 0re2erre" Not :i3e" 6A9 In S*#oo B 5riting !reative essays 6A9 In )*#oo B 5rite an essay on tea!hers fa!ts or inde finger B 5rite a short story B .or'ulate a short story other B 6o'posing a poe' and poe' B ?e'e'bering the poe' and the poe' B 6o'posing end alternative to a story B 9earing in 'ind the role of !hara!ter the story of the e isting B Solve proble' 'athe'ati!s B Solve proble' 'athe'ati!s in the book B 6reating a s!ien!e pro1e!t B -aking a s!ien!e e peri'ent in whi!h ea!h step has been arranged B 5rite about it the ne t is i'possible B ?e'e'bering the past B :raw original art work for the !hoi!e of a

B :raw a house or !ar a person or whatever painting as dire!ted. 6$9 !t Wor3 B :e!ide what should be 'ade 6$9 !t Wor3 B 6reate tasks arranged B Instru!t B ?e!eive instru!tion B -aking de!ision against !o'pany poli!y B )old to follow !o'pany poli!y
%age 5

< B designing a syste' for !o'plete the assign'ent B I'ple'ent a syste' that available for !o'plete the assign'ent B :e!ide who should be appointed B orientation appoint'ent e'ployees in a!!ordan!e with poli!y 6C9 At Ho%e B :e!ide the type and dining 6C9 At Ho%e B (repared dishes planned B -e'utuskna dire!tion on Saturday night B 9ook a pla!e that has de!ided by the !ouple to dinner B :e!ide who will be invited to the party B (repare and send party invitation B >i'it the nu'ber of !hildren B )o push the li'it to the nu'ber of

!hild B :e!ide the destination fa'ily holidays B /s required by the va!ation the desired fa'ily 2,5,2 E;e*uti4e St- e (Executive Styles) /!!ording to "ar!ia and 4ughes ($%%%), .un!tions of the + e!utive Style (.&ecutive 'unction" in!luded in the perfor', not in !ognitive planning or other a!tivities. / person with .un!tion Style + e!utive :ire!tor (.&ecutive 'unction Ty$e" preferred task or pro1e!t that requires the following rules or solutions that have been !o'pleted distrukuktur. )hey like a!tivities that have been e plained in detail as algebrai! solution, giving le!tures and others. Individuals who have e e!utive style, love to do as guidan!e on what should be done the'. )hese people like to follow the regulations and prone to proble's that have been stru!tured. )hey like to fill a va!an!y on things that have e isted than !reate new ones. So'e of the a!tivities they like to solving 'athe'ati!al proble's, apply the rules in the proble', and give opinions based on the ideas of others. )hey will follow instru!tions and spe!ifi! instru!tions. )hey tend to proble's that have been designed for the' and like to follow orders. )herefore, the !o'bination the >egislature and the + e!utive is a !o'bination of a strong group. )his is be!ause the >egislature will give instru!tions while the + e!utive will follow all instru!tions given. )hus, the + e!utive will be attra!ted to the 1ob as opposed to the >egislature. So'e e a'ples of 1obs that tend to interest the >egislature is the poli!e, govern'ent offi!ials, do!tors, soldiers and others.
%age 8

7 2,5,& St- e o2 <u)ti*e (Judicial Styles) )hose who have style like evaluating a ,usti!e regulations and all other 'atters. )his group likes to do a!tivities su!h as writing a !ritique, give view, evaluate people and how they work, and also evaluating progra's. In addition, these people also tend to the proble's that !an be analy0ed and evaluated by the' about the idea. )hey liked to evaluate the stru!ture and !ontent of anything that should be evaluated. 9y that people with this style should be trained and taught how to !orre!t for evaluate things very well. )able $ shows what likes and dislikes by the 1udi!iary. T!b e 2,+ T#e 1re2erre" !n" not 1re2erre" b- t#e e4! u!tor) St- e <u)ti*e

0re2erre" Not :i3e" 6A9 In )*#oo B 6o'pare and !ontrast literary !hara!ters 6A9 In )*#oo B 9earing in 'ind the !hara!ters in the literature to do and when B /naly0e the plot or the'e about a story B 5rite a story fro' beginning B /ssess what is right and wrong s!ientifi! theories or e peri'ent B -e'for'ula s!ientifi! theory or e peri'ent B 6orre!tion of other people3s work B )o re!eive assess'ent fro' the tea!her no reason to be rated B /naly0e the reasons for war start B ?e'e'bering the war date B /naly0e strategies used by a group sports B /!!ording to the !oa!h3s orders without understand B /naly0e the 'eaning of work a good painting B 6reate an original art work B .ind errors in 'athe'ati!al proof B ?e'e'bering the proof 'athe'ati!s 6$9 In t#e Wor3) B +valuate the business plan 6$9 In t#e Wor3) B Involved with the presentation business plan for i'ple'ented B ,udge the quality of work subordinates do

B /ssist subordinates weaker B /naly0e the strengths and weakness of a !a'paign advertising B 6reate an advertising !a'paign B -aking de!isions su's should be distributed B )old how the 'oney will distributed fro' the unit itself
%age <

& B interviewing !andidates for the work B .or!ed to hire workers that a !andidate B 6o'paring two papers proposal should be required by the !o'pany B 5rite a proposal !ontra!t 2,= I%1ort!n*e o2 T#in3ing St- e Fun*tion) Sternberg )hinking Styles fun!tion bring interest to 'any parties. /'ong the' are as follows* $.;.2 :e*turer >e!turers are able to identify fun!tional ele'ents Sternberg )hinking Styles available and !an dete!t differen!es between the se es, depart'ents and positions and so forth. In addition, le!turer also tea!hing strategies that 'at!h students3 thinking styles to i'prove the effe!tiveness of tea!hing and learning pro!ess to 'ake the le!turer !aliber. >e!turers !an also help to a!hieve e !ellen!e by providing lesson plan that 'eets the needs of students. .or e a'ple, le!turers !an distribution of students with different thinking styles that !o'ple'ent ea!h other in !o'plete their assign'ent. 2,=,5 Stu"ent) )hinking Style fun!tion !an give i'portan!e to publi! higher edu!ation institution. It !an help students learn to use the fun!tion that Sternberg )hinking Styles provide a benefi!ial effe!t on their a!ade'i! a!hieve'ents. In addition, students !an also identify ways or styles hi'self think in doing a task. In addition, having students identify the styles of thinking the'selves, they will try to re!tify weaknesses the'selves so that students !an identify the strengths and weaknesses. 5ith this, they !an

effe!tive learning strategies. .or e a'ple, a !o'bination of tea' 'e'bers who have a style !o'ple'entary thought !apable of produ!ing quality work and learning environ'ent fun. )his is be!ause all 'e'bers will !ontribute e pertise in solving a task. 2,=,= M!n!ge%ent Sternberg )hinking Styles fun!tion is also able to bring interest to the 'anage'ent higher edu!ation institutions. 5hen all parties in publi! institutions fun!tion to identify dapt Style Sternberg think that e ists a'ong the', the ad'inistration and 'anage'ent s'oothly. )he top !an take 'ore 'eaningful a!tion. 2,=,> Te!*#ing !n" :e!rning 60 ( 09 .un!tion Sternberg )hinking Styles also have a big i'pa!t on tea!hing and learning in publi! institutions. 5hen the le!turers are able to identify patterns of low fun!tion )hink that e ists a'ong their students, they will deliver knowledge 9 'engikuit !o'patibility of e isting and vi!e versa with the students. 9oth sides will try to i'proving their weaknesses when both parties are able to identify the pattern style their thinking.