EDUCATIONAL PSYCHOLOGY CONCEPTS AND LEARNING

THEORIES

Lecture : Prof. Dr. Drs. Abdu Murad, M. Pd.

By : Group 1

Name : 1. Caecilia Antonia Purba (42311068)

2. Febrika Yolanda Panjaitan (4233131057)

FACULTY MATHEMATIC AND SCIENCE

UNIVERSITY MEDAN STATE

2024

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 FOREWORD

I would like to express my gratitude to the presence of God Almighty, who has bestowed

many blessings so that the author can prepare this paper well. The author also thanks the

lecturers who have guided the author in working on this paper .

This report contains " Educational Pyshicology Concepts and Learning Theories”, with the

aim of fulfilling the assignments for the Physicology Education course. Apart from that, this

paper aims to increase our insight for readers and also for writers.

The author realizes that this paper is still far from perfect. Therefore, the author really hopes

for constructive criticism and suggestions in improving this assignment. The author hopes

that this paper can be useful for everyone .

Medan, March 4 2024

Writer

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 LIST OF CONTENT

FOREWORD

LIST OF CONTENT

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 CHAPTER I

INTRODUCTION

1.1 Background

The target of education is humans. Education aims to help students to develop their
human potential. Human potential is the seed of the possibility of becoming a complete
human being.
The task of educating can only be carried out correctly and with appropriate
objectives, if educators have a clear picture of who humans really are. Humans have
unique characteristics which are called human nature. It is called human nature because it
is essentially a characteristic only possessed by humans, which is not possessed by other
creatures such as animals and plants. Educators' understanding of human nature will form
a map of human characteristics. This map will become the basis and provide a reference
for educators in behaving, developing strategies, methods and techniques, as well as
choosing approaches and orientations in designing and implementing transactional
communication in educational interactions. In other words, by using the map as a
reference, educators are not easily fooled into pathological transactional forms which
result in harm to educators as students.
As a prospective educator, you should carry out your duties as best as possible.
Because education is the nation's main capital to welcome the future of the young
generation who will be the driving force for the nation's development in the future.
Considering the importance of education, prospective educators are expected to be able to
know and understand the student development process which includes intellectual,
emotional, value, moral, attitude, social and linguistic development in students. In this
case we will discuss the language development of students.
The process of language development of students, including: understanding language
development, characteristics, influencing factors, the influence of language abilities on
thinking abilities, individual differences in language abilities and development as well as
efforts to develop teenagers' language abilities and their implications in the
implementation of education.
1.2 Problem Formulation
Some of the problem formuation in this paper include
1. What is the meaning of physicology education?
2. What are the characteristics of physicology education?
3. What are the meaning of learning teories?
4. What are the characteristics of learning teories?
5. What are the benefit of physicology education and learning teories?

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3.1 Problem Objectives
The objectives in preparing the paper include :
1. The author can explain the meaning of physicology education.
2. The author can explain the characteristics of physicology education.
3. The author can explain the meaning of learning teories.
4. The author can explain the characteristics of learning teories.
5. The author can expalin the benefit of physicology education and learning teories.

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 CHAPTER II
DISCUSSION

2.1 Understanding Physicology Education

Psychology is a science that studies symptoms human psychology and behavior in interaction
with the environment, both individuals and groups (Gage & Berliner, 1992). Meanwhile, educational
psychology according to Walberg and Haertel 1992 is like quoted by Lee Krause (2010) is a scientific
discipline in itself which links education and psychology. This is not only related to various scientific
research aspects of the dimensions of teaching and learning but also how the principles. This
psychological principle is applied in an educational context with the aim of improving the quality of
teaching and learning. Temporary Santrock (2014) said that educational psychology is a branch of
psychology that specializes in ways of understanding learning in an educational environment.
Duceshne and McMaugh (2016) stated that educational psychology is a branch of psychology which
studies the condition of students and its implications in the learning process. This means that
educational psychology can plays a role in creating a number of effective ways of teaching It can be
said that educational psychology emphasizes processes teaching and learning and the factors that
influence it, both internal or external.
Psychology comes from English, namely "psychology", which has its roots in two
words from language In Greek, Psyche means soul, soul, mind, spirit, ruh and "logos" which
means knowledge, reason, logic. So basically Psychology literally means "science of the
soul" (Nyayu Khodijah, 2014). Psychology is divided into two types, namely psychology
general and special psychology. General psychology is a science which discusses mental
activities in general normal, mature and civilized. Meanwhile Psychology specifically is
science that discusses activities humans based on their specificity. Special psychology
This will continue to develop according to developments science and technology. Among
those included in this particular psychology is educational psychology.
The aims of studying psychology are: 1) Decribing, namely objectively describing
behavior that happened; 2) Explaining, namely explaining how and why the behavior occurs;
3) Predicting, ie predict the likelihood of what will happen a behavior; and 4) controlling,
controlling behavior as expected, build or eliminate behavior. Meanwhile, the basic concepts
of educational psychology It can be explained that a science that studies mental problems of
students in the educational process and learning. Systematic study of processes-processes and
factors related tohuman education (Witherington). Educational psychology is special and
applied psychology.
Educational psychology is psychological science that provides contribution to the
world of education in learning educational activities, curriculum development, learning
process teaching, evaluation systems, and services counseling is a number of activities
primary in the education of participants students, educators, parents, society and government
so that educational goals can be achieve dachieved perfectly and precisely use. (Roudlege,
1974).

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2.2 Characterictics of Physicology Education
Psychology as a discipline science is really needed by the world education, both in
educational institutions formal or informal. Knowledge about psychology is really needed by
the teacher or instructor as an educator, teachers, trainers, mentors, and caregivers in
understanding characteristics participants' cognitive, affective and psychomotor skills
integrally. Aspect understanding psychology of students by the teacher or instructors in
educational institutions have very significant contribution teach students according to
attitudes, interests, motivations, aspirations, and the needs of students, so the learning process
in class can run optimally and optimally.

2.3 Understanding of Learning Teories

Learning is a process of conscious effort carried out by individual for a change in
attitude and behavior from not knowing to know, from having no attitude to being right, from
unskilled becomes skilled at doing something. You can learn is defined as mental or
(psychic) activity that occurs because there is active interaction between individuals and their
environment produces changes that are relatively permanent in nature aspects: cognitive,
affective and psychomotor "Bloom's Taxonomy". These changes can change to something
completely new or refinement/improvement of the learning outcomes that have been obtained
previously. Learning is not just mapping knowledge or information submitted. But how to
involve individuals actively create or revise the learning outcomes they receive become an
experience and skill that is useful for the individual. Learning is a system that helps
individuals learn and interact with learning resources and the environment.
Heinich (1999) says that learning is an activity process development of knowledge,
skills or attitudes as a person's interaction with information and their environment so that in
the learning process, selection, arrangement and delivery of information in an appropriate
environment and through learner interaction with their environment.
Next Gagne & Briggs (2008) explain learning is the result of a subsequent pairing of
stimulus and response continuous reinforcement is carried out. This reinforcement is intended
to strengthen behavior which is internalized in the learning process. Every learning process
people will produce different learning outcomes for that's the need for continuous
reinforcement until you experience it change in behavior for the better.
a. Cognitivism Learning Theory
Described by Baharuddin et al. (2008: 87) according to genre cognitive, learning
is an active mental process for attain, remember, and use knowledge. According to
This theory, knowledge is built in a child through a continuous process of
interaction with the environment. Process this does not happen intermittently, but
through a flowing process, continuous and comprehensive. This cognitive theory
emerged influenced by gestalt psychology. The assumptions underlying this
theory is, that every child has had experiences and knowledge within himself. This
experience and knowledge organized in the form of a cognitive structure. The
learning process will continue well when new learning material is adapted
(continuous) in a "fit" with the existing cognitive structure owned by the child.

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 Characteristics of Cognitivism
Below are explained the characteristics of the flow of cognitiveism as follows
following:
a. Prioritize what is inside the child
b. Prioritize the whole rather than the parts
c. Emphasizing the cognitive role
d. Pay attention to current conditions
e. Emphasizes the formation of cognitive structures.
Several cognitive stages: starting from coding - storing - retrieving - transferring
information.
b. Behaviorist Learning Theory
Behaviorism comes from the word behave which means to behave and ism
means flow. Behaviorism is an inner approach psychology which is based on the
proposition (initial idea) that behavior can be studied and explained scientifically.
In conducting research, behaviorists do not study mental states. So, the essential
characteristics of the behaviorist approach to Learning is understanding events in
the environment to predict someone's behavior, not their thoughts, feelings,
or other internal events within the person.
Behavioristic theory is a theory learning that places more emphasis on
behavioral changes and their consequences from the interaction between stimulus
and response. Connectionism (connectionism), is the earliest family of theories
beavioristic. According to this theory, behavior humans are nothing but
relationships stimulus-response. Who controls stimulus-response as much as
possible is people who are clever and successful in study. Establishment of
stimulus- the response is carried out through repetition.

c. Humanist Learning Theory

Humanism was pioneered by psychologist Carl Rogers and Abraham Maslow.
According to Rogers, all humans birth already brings the urge to fully achieve
what is desired and behave in a self-consistent manner themselves. Rogers, a
psychotherapist, developed person-centered therapy, a non-personal approach
assessing or not providing guidance that helps clients clarifying himself about
who he is as an effort facilitate the process of improving the condition. Almost at
that moment at the same time, Maslow put forward his theory that everyone have
the motivation to fulfill their needs hierarchical.
One critic of humanism says this is it is difficult to measure self-actualization.
There are also those who have an opinion Humanism is too optimistic in viewing
humans. Another again says humanism evokes a sense of admiration in self.

d. Constructivist Learning Theory

Constructivism views learning as a process in which the learner is active
construct or develop ideas or concepts new concepts are based on knowledge that
has been possessed in the past past or existing at that time. In other words
“learning involves one's construction of knowledge from one's own experiences

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by herself". Thus, learning according to constructivism is a very personal
endeavor, whereas internalization of concepts, laws, and general principles as
the consequences should be applied in a world context real.
Constructivism is an approach to learning which believes that people actively
construct or structure his own knowledge and reality are determined by his
experiences alone too. According to the constructivist school, knowledge is
construction (formation) of people who know something (schemata). Everyone
has their own scheme of what is he knows. Knowledge formation is a cognitive
process where the process of assimilation and accommodation occurs to achieve
balance, so that a new scheme is achieved. According to theory learn
constructivism, knowledge cannot be taken for granted transferred from the
teacher's mind to the student's.
Learning Characteristics constructivism is prioritizing the building of
understanding themselves actively, creatively and productively based on
knowledge previous experiences and also meaningful learning experiences.
Constructivism is the basis of the thinking approach contextual, where knowledge
is built little by little and the results are expanded through a limited (narrow)
context.

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 CHAPTER III
CONCLUSION

Educational psychology is a branch of psychology that specializes in understanding

learning in educational settings. The aim is to improve the quality of teaching and learning by
applying psychological principles in an educational context. Educational psychology plays an
important role in understanding and influencing the teaching and learning process and the
factors that influence it, both internal and external.

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BIBLIOGRAPHY

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