Psychological
factors that influence the process and learning outcomes are numerous , and each of them can not be discussed in separately .
Individual behavior , including learned behavior , is the totality of
appreciation and activities that were born as a result of the end of the
interplay of a variety of symptoms , such as attention , observation , memory ,
thoughts and motives .
Attention
Surely unacceptable that students are paying attention to the subject of
intensive study will reap better results . Intensive attention characterized by
the magnitude of awareness that accompany learning activities . Intensive
attention to the subject of the students in such a way be exploited through specific learning strategies , such as providing learning
materials to suit the needs of learners subject , presenting learning material
with varying techniques and creative , such as playing a role ( role playing )
, debates and so on .
Pemebelajaran strategies like these can also provoke spontaneous attention from
the subject students . Spontaneous attention meant was unintentional attention
, naturally , which emerged from instinctive impulses to know something , such
as a tendency to know what is happening in reverse commotion beside the house ,
and others. Some of the results of psychological research suggests that
spontaneous attention tends to produce a more memory intensive than long and
deliberate attention .
Observation
Observation is how the
introduction of the world by the subject students through vision, hearing ,
touching , smelling and tasting . Bai observation is the influence of the gate
from the outside in individual subjects students , and therefore observation is
important for learning .
For the purposes of setting the learning process , educators need to understand
the overall modalities such observations , and analytically establish which of
the elements of the observation modality most dominant role in the learning
process . Psychology seems to agree that the other elements of the learning
process . In other words , the acquisition of knowledge by the subject
information more students through vision and hearing .
If so , educators need to consider the appearance of the tools in the
presentation of learning materials that can stimulate the optimization of the
power of vision and hearing students subject . Props that can be used , for
example ; chart , charts , recordings , slides , and so on .
Memory
Theoretically, there are three aspects related to the functioning of memory ,
namely ( 1 ) receives the impression , ( 2 ) storing an impression , and ( 3 )
produces an impression . Perhaps because these functions , the term "
memory " is always defined as the ability to receive , store and reproduce
the impression .
Skills impression merima very central role in learning . Through these skills ,
students subjects were able to remember things he had learned .
In the context of learning , these skills can be affected by several things,
among them teaching techniques used educator . Learning techniques are
accompanied by the appearance of the chart , overview and so it felt going
deeper on the subject students . In addition , the development of learning
techniques that utilize the " catwalk memory " is also more memorable
for students subject , especially for learning material in the form of formulas
or certain symbol sequences . Examples of interesting case is to remember the
names of key tone g ( warm ) , d ( and ) , a ( chicken ) , b ( duck ) and so on
.
Another thing of memory is the ability to save or recall impressions . This
ability is not the same quality on every subject students . Nevertheless ,
there are common things that happen to anyone : that as soon as someone
completes an action learning , the process of forgetting will occur . Things
are forgotten at first accumulate quickly , and then take the slow , and
eventually some things will be left and stored in memory for a relatively long
time .
To achieve adequate proportion to remember , according to the educational
psychologist , the subject students should repeat the study in a period not too
long . Implications of this view in the learning process in a way that makes it
possible for students to repeat a subject or recall learning material they have
learned . It is , for example , can be done through the provision of learning
submaterial test after one finishes .
Reproduction capabilities , ie activation or re production process things that have been studied , no less
interesting to watch . However , the things that have been studied , one day ,
have to be produced to meet the specific needs of students subject , for
example the need to answer the questions in the test , or to respond to these
challenges around the world .
Educators can sharpen students' skills in this subject through assignments
recapitulate the learning material that has been given .
Thinking
The most common definition of thinking is the development of ideas and concepts
( Bochenski , in Suriasumantri ( ed ) , 1983:52 ) within individuals .
Development of ideas and concepts is going through the process of building
relations between the parts of information stored in the form of understanding
someone understanding. From these figures it can be seen
that thinking is essentially a psychological process with the following steps :
( 1 ) understanding the formation , ( 2 ) interlacing notions , and ( 3 )
conclusion.
The ability to think on natural human nature . Humans are born under normal
circumstances would by itself have this capability with different levels relative . If so , that should be pursued in the learning
process is to develop this capability , rather than weaken it . Educators who
have a tendency to explain the " learn more " about the learning
material will tend to weaken the ability of the subject students to think .
Instead , educators are more focusing on the provision of learning concepts or
key concepts that will encourage the subject to their students functional
develop their thinking skills . Lessons like these will bring to the subject of
opposition psychology students to formulate their conclusions independently.
Motive
Motif is a state in the subject students are encouraged to undertake certain
activities . Motive may arise from external stimuly , such as gift-giving when one can accomplish one task well . Such motifs
are often called motifs extrentik . But it was often the motive in the
subject grew in his own students called intrinsic motives . For example , a
subject students love to read because he wanted to know more about something .
In the context of learning , intrinsic motives necessarily always better , and
usually long-term . But in a state of intrinsic motives are not enough on the
subject of potential students , educators need to deal with the presence of
extrinsic motives . This motif , for example , can be presented through the
creation of a competitive atmosphere among individuals and groups of students
subject . This atmosphere will encourage students to strive subject or exceed
the else. However race so, educators should strictly monitor
the atmosphere so as not to lead to negative things .
Extrinsic motives can also be presented through finesse " self-
competition " , which presents graphs of individual performance chart learn . Through this graph, any subject students can see their own progress
- progress . And once compared with the progress made his friends. Through see this chart , the subject students
will be encouraged to improve his performance so as not to be under other
people's achievements .
“if we take the role of being a parent,
so when we want our children to be successful, we have to consider when they
are in the world of school is to regulate and control the learning process. not
only the process, but we are also able to control the outcome of their study by
looking at the child's observation, attention, memory of him, the way he
thinks, and also acquired motives. The fifth aspect is actually not only that,
but still a lot. but that the five things that are always useful and visible in
the community.”
