PSIKOLOGI & KURIKULUM

 Apakah psikologi
 Psikologi dan Kurikulum
 Tiga kumpulan psikologi utama
 Behavioris
 Kognitif
 Humanist
 Teori-teori pembelajaran
 Bagaimana teori pembelajaran menentukan kurikulum
APAKAH PSIKOLOGI?

 Psikologi: ialah suatu kajian tentang tingkahlaku dan

pengalaman manusia
 Psikologi Pendidikan: ialah pengaplikasian pengetahuan
psikologi yang berkaitan terhadap teori dan amalan
pendidikan:
– Proses pembelajaran
– Perkembangan manusia
– Personaliti manusia
– Kepimpinan pengajaran
 Psikologi Pembelajaran: ialah kajian tentang bagaimana
manusia belajar
 Definisi Pembelajaran

Pembelajaran sebagai suatu PERUBAHAN:

• “perubahan yang secara relatif kekal dari segi
tingkahlaku/pemikiran/sikap/perasaan/ kemahiran/
pengetahuan/… hasil daripada
pengalaman/pengajaran/latihan/belajar/dsb.”
• Perubahan tingkahlaku akibat pengalaman
Pembelajaran sebagai suatu PROSES:
• “proses pemerolehan pengetahuan/
kefahaman/kemahiran/sikap/pengalaman/ maklumat/
konsep/ … hasil daripada belajar/pengajaran/
pengalaman/dsb.”
Psikologi dan Kurikulum
 Sumbangan psikologi terhadap kurikulum adalah dari segi:

– Rekabentuk: Bagaimana kurikulum diorganisasi

– Penyampaian: Bagaimana interaksi guru-pelajar berlaku di dalam
bilik darjah bagi menyampaikan kurikulum kepada pelajar

bagi meningkatkan pembelajaran, berdasarkan teori-teori dan

prinsip-prinsip pembelajaran sedia ada

 Masalah: Terdapat pelbagai teori dan prinsip pembelajaran yang

saling bersaing!
Tiga Kumpulan Teori Pembelajaran

 Teori-teori behavioris
– ‘Stimulus-Response”
– Pembelajaran: Manipulasi persekitaran –> Perubahan Tingkahlaku
(yang dapat dilihat)
– Perlu melazimkan tingkahlaku dengan memanipulasi persekitaran
 Teori-teori kognitif
– Mental: ‘Mental Events’, ‘Mental Structures”
– Pembelajaran: ‘knowing: acquisition, organization, and use
of knowledge’ (Neisser,1976)
– Metafora digunakan untuk menjelaskan proses mengetahui
 Teori-teori humanis
– Menganggap diri (Self) manusia sebagai individu yang unik
– Setiap individu mempunyai kebajikan, perasaan, identiti,
nilai, keperluan
– Mementingkan hubungan dan komunikasi guru-pelajar
 Teori Pelaziman Klasik Pavlov
• Teori Pelaziman Klasik Pavlov:
• S-R – Setiap rangsangan menimbulkan gerak balas
• Pembelajaran berlaku akibat kaitan S-R

Rangsangan Gerak balas

3 PRINSIP
Sebelum Pelaziman
Makanan Air liur meleleh
Diskriminasi
Bunyi loceng Air liur tak meleleh
Semasa Pelaziman
Bunyi loceng & Air liur meleleh
Makanan Generalisasi

Selepas Pelaziman
Bunyi loceng Air liur meleleh
Lama kelamaan
Penghapusan
Air liur tak meleleh
Lain-lain Teori Behavioris

– Teori ‘Connectionist’ – Thorndike

– Puzzle Box trial and error behavior, the cat learns to
associate pressing the lever (S) with opening the door (R).
This S-R connection is established because it results in a
satisfying state of affairs (escape from the box). The law of
exercise specifies that the connection was established
because the S-R pairing occurred many times (the law of
effect) and was rewarded (law of effect) as well as forming
a single sequence (law of readiness).
 Learning requires both practice and rewards (laws of effect
/exercise)
 A series of S-R connections can be chained together if they
belong to the same action sequence (law of readiness).
 Transfer of learning occurs because of previously encountered
situations.
 Intelligence is a function of the number of connections learned
– Teori Pelaziman Klasik – Watson
Classical conditioning could be applied to humans. In 1921,
Watson and his research assistant Rosalie Rayner
experimented on a 11-month-old infant named Albert. The
goal was to condition Albert to fear a white rat by paring the
white rat with a loud bang (UCS). Initially, Albert showed no
fear of rats, but once the rat was repeatedly paired with the
loud noise (UCS), Albert developed a fear of rats. The noise
(UCS) induced fear (UCR). After pairings between the loud
noise (UCS) and the rat (CS), Albert started to fear the rat.
Watson’s experiment suggested that classical conditioning
could cause some phobias
– Teori Pelaziman Operan – Skinner
– Operant conditioning can be described as a
process that attempts to modify behavior through
the use of positive and negative reinforcement.
Through operant conditioning, an individual
makes an association between a particular
behavior and a consequence
– Teori Peniruan – Bandura
Bandura’s Social Learning Theory posits that
people learn from one another, via observation,
imitation, and modeling. The theory has often
been called a bridge between behaviorist and
cognitive learning theories because it
encompasses attention, memory, and motivation
 Teori Pembelajaran Berhirarki – Gagne
 Each of the different types of learning (learning
goals) that exist different instructional conditions are
required
Conditions for learning
 Signal learning: the learner makes a general response to a signal
 Stimulus-response learning: the learner makes a precise response to a signal
 Chaining: the connection of a set of individual stimulus & responses in a
sequence.
 Verbal association: the learner makes associations using verbal connections
 Discrimination learning: the learner makes different responses to different
stimuli that are somewhat alike
 Concept learning: the learner develops the ability to make a generalized
response based on a class of stimuli
 Rule learning: a rule is a chain of concepts linked to a demonstrated behavior
 Problem solving: the learner discovers a combination of previously learned
rules and applies them to solve a novel situation
Teori-teori Pembelajaran Kognitif

 Teori Perkembagan Kognitif – Piaget

 Piaget was the first psychologist to make a
systematic study of cognitive development. His
contributions include a theory of cognitive child
development, detailed observational studies of
cognition in children, and a series of simple but
ingenious tests to reveal different cognitive abilities
 Teori Pembelajaran Gestalt
 The assumption that whole is more than just
sum of its parts is the basic principle of
gestalt psychology.
 Model Pemprosesan Maklumat
 Information processing models consist of a
series of stages, or boxes, which represent
stages of processing. Arrows indicate the
flow of information from one stage to the
next.
  
 Teori Pembelajaran ‘Subsumption’ – Ausubel
 Ausube believes that learning of new
knowledge relies on what is already known.
That is, construction of knowledge begins
with our observation and recognition of
events and objects through concepts we
already have. We learn by constructing a
network of concepts and adding to them
 Teori Pembelajaran Penemuan – Bruner
 Jerome Bruner said that knowing is a process and so his
work focused on the importance of understanding the
structure of a subject being studied, the need for active
learning as the basis for understanding, and the
importance of reasoning in learning. Bruner believed that
when learners are presented with perplexing situations
they will want to figure out a solution. This belief was the
basis for creating discovery learning activities.
Teori-teori Pembelajaran Humanis

 Teori Fenomenologi Carl Roger

– Client- centered therapy
– Student-centered learning
 Teori Hirarki Keperluan – Maslow
 Teori Hirarki Keperluan Maslow
Psikologikal

Hakiki Kendiri
(Self Actualization)
Harga Kendiri: Dihormati
(Self-esteem: Respect)
Dipunyai: Keluarga dan Rakan
(Belonging: Family & Friends)
Keselamatan: Tempat tinggal & Jaminan
(Safety: Shelter & Security)
Fisiologikal: Makan minum
(Physiological: Food & Water)
Fizikal
 Teori Behavioris dan Kurikulum

 Rekabentuk:  Penyampaian:
– Pembelajaran dalam – Pembelajaran boleh
bentuk tingkahlaku yang ditentukan menerusi
boleh dilihat dan diukur peneguhan
– Hasil pembelajaran perlu – Ganjaran dan dendaan
ditentukan lebih awal perlu digunakan untuk
– Pembelajaran boleh peneguhan
diperincikan kepada unit- – Latihan dan
unit yang mudah, maklumbalas akan
disusun mengikut urutan meningkatkan
yang logik pembelajaran dan
– Pembelajaran secara ingatan
induktif
– Pembelajaran boleh
secara meniru
 Teori Kognitif dan Kurikulum
 Rekabentuk:  Penyampaian:
– Pembelajaran berlaku
pada kadar yang
berbeza antara individu
– Pembelajaran berlaku
secara ‘developmental’
– Pembelajaran berlaku
dengan mengaitkan
pengetahuan baru
dengan pengetahuan
sebelumnya
– Pembelajaran berlaku
secara deduktif
– Pembelajaran melibatkan
berbagai jenis intelek
dan pemikiran
– Perlu ambilkira keupayaan
pelajar
– Perlu ambilkira
pengetahuan sedia ada
pelajar
– Perlu diajar secara umum
dahulu sebelum secara
terperinci – ‘advance
organiser’
– Perlu diajar belajar cara
belajar – strategi
– Perlu ditingkat peluang
belajar – transfer of learning
Teori Humanis dan Kurikulum

 Rekabentuk:  Penyampaian:
– Berpusatkan pelajar – Sensitif terhadap pelajar
– Ambilkira kepelbagaian – Bina konsep kendiri dan
individu
harga diri
– Pembelajaran holistik – Mesra, ramah,
– Kualiti>Kuantiti
demokratik, ‘inviting’
– Tanggungjawab dan
kebebasan
– Mendidik>mengajar
– Pengalaman hidup – Berkerjasama > bersaing
Historical Record of Schools of Thought
About Learning