Explanation of changes in the definition of learning
Learning is a relatively permanent change in behavior or potential behavior as a result of reinforced experience or practice. Learning is due to the interaction between stimulus and response. Someone is considered to have learned something if he can show changes in behavior. According to this theory important learning is input in the form of stimulus and output in the form of response.
Stimulus is anything that is given by the teacher to students, while the response in the form of a reaction or the response of students to the stimulus provided by the teacher.
The process that occurs between stimulus and response is not important to note because it can not be observed and can not be measured, which can be observed is the stimulus and response, therefore what is given by the teacher (stimulus) and what is received by students (response) must be able to observed and measured.
Explanation of changes in the definition of learning
According from Tulus Hermawan Journals on “Publikasi Ilmiah Jurnal Internasional“, Changes due to learning can occur in various forms of behavior, from the cognitive, affective, and / or psychomotor domains. Not limited to only the addition of knowledge.
The nature of the change is relatively permanent, it will not return to its original state. Cannot be applied to changes due to momentary situations, such as changes due to fatigue, illness, motion sickness, and so on.
The process of behavior change is stated in the form of mastery, use, and assessment of attitudes and values of knowledge contained in various fields of study or more broadly in various aspects of life
The change does not have to directly follow the learning experience. Immediate change is generally not in the form of behavior, but mainly only in a person’s potential to behave.
Change occurs due to an experience, practice or practice. It is different from the changes that occur imm
ediately because of reflexes or instinctive behavior.
Change will be easier if it is accompanied by an amplifier, in the form of a reward received – a gift or punishment – as a consequence of the change in behavior.
The process of change in learning towards goals that are better and more beneficial for themselves and others.
a feeling of pride in being able to understand and comprehend what is learned.
Four stages of learning, There are four stages of human learning, namely: Unconscious competence, that is not knowing that he does not know. Incompetence is conscious, which is knowing that it does not know.
Competence is aware, that is knowing that it does not know. Subconscious competence, that is knowing that he knows. Unconscious competence
Conditions when we do not know if it turns out we do not know. An example is the state of mind of many young drivers when they start learning to drive. That is why young drivers experience more accidents than older and experienced drivers. They cannot (or do not want to) acknowledge their limited knowledge, skills and experience. People in this situation are more likely to take risks, expose themselves to danger or loss, for a simple reason they don’t realize at all that that’s what they are doing.
Conscious incompetence, Self-recognition that we do not know what we can do, and full acceptance of our ignorance.
Competence is aware, When we begin to have expertise on a subject, but our actions have not been automatic. In learning this, we must carry out all actions on a conscious level. When learning to drive, for example, we must consciously know where our hands and feet are, thinking in every decision we make whether to brake, turn, or change gears. When we do it, we think consciously about how to do it.
At this stage, our reactions are much slower than those of the experts.
Subconscious competence, Stages of an expert who just do it, and may not even know how he did it in detail. He knows what he is doing, in other words, there is something he is doing in this life that to others seems risky but to him risk free. This happens because he has built experience and attained the competence that he was aware of in the activity for several years. He knows what he is doing, and he also knows what he cannot do. For someone who does not have the knowledge and experience, what he does seems risky.
There are fundamental differences between the words education with learning.
Basically, education has a broader meaning than learning. And, learning is part of an education.
There are several things that can show a difference between education and learning. That in simple terms, education is a conscious and deliberate effort to mature students by transferring values. While learning is a conscious and deliberate effort to mature students by transferring knowledge.
Basically, the difference between education and learning can be seen from the difference between the words teaching and educating. Teaching is giving knowledge or training skills (skills) to children. While educating is to form character and character of children.
So, with teaching, the teacher forms intelligence. And with education, teachers shape morality in children.
Teaching is a daily technical activity of a teacher. All teacher preparation for teaching is technical. The results can also be measured by verbalistic instrument of behavior change. Not all education is learning, on the contrary not all learning is education. The difference between educating and teaching is very thin, but it can be said simply that ‘good teaching is educating’. In other words, educating can use the teaching process as a means to achieve maximum results in achieving educational goals.