Rijal Makhrus Musyafa

Motivation – Pygmalion Effect in The Classroom

Rijal Makhrus Musyafa ♦ April 7, 2012 ♦ Tinggalkan komentar

Rosenthal and Jacobson concluded that teachers ‘expectations can influence students’ intellectual abilities. However teachers do not just have high expectations for students, as well as students, do not just have high expectations for teachers. Hope that is given to the student and the teacher seems to me just to stimulate and motivate so that we can do what others expect.

Teachers should also understand the expectations of the portion given to the students, because every student is different, too different in terms of IQ. So do not give too much hope for the students, provide a sufficient portion. Because if teachers expect more from students and the students were not able, students will be very disappointed.

So do not let expectations become a burden for students.

Final Project of Psychology of Education

Rijal Makhrus Musyafa ♦ April 7, 2012 ♦ Tinggalkan komentar

I have come to an elementary school in Wonosobo, which is a public elementary school 1 selokromo at grade V.  My goal is to determine the observation what strategies are used by teachers now. And after I observed in SD Negeri 1 Selokromo I get something in there,I get if the teacher in grade V especially not didn’t using the correct method. Means teachers use learning method that do not fit in the class.

For example teacher using method lecture method.

LECTURE METHODE is a method of teaching by delivering information and knowledge orally to a number of students who generally follow passively.

I do not agree to use the lecture method in this class, because I think the students are bored by teachers who only speak. Should the teacher change her teaching methods such as performing the method of discussion, question and answer, and demonstrations. I think it can help to cope with students who are bored in the study.

Constructivism

Rijal Makhrus Musyafa ♦ April 7, 2012 ♦ Tinggalkan komentar

Constructivism Learning Theory

Constructivism learning theory is a philosophy which enhances students’ logical and conceptual growth. The underlying concept within the constructivism learning theory is the role which experiences-or connections with the adjoining atmosphere-play in student education.

The constructivism learning theory argues that people produce knowledge and form meaning based upon their experiences. Two of the key concepts within the constructivism learning theory which create the construction of an individual’s new knowledge are accommodation and assimilation. Assimilating causes an individual to incorporate new experiences into the old experiences. This causes the individual to develop new outlooks, rethink what were once misunderstandings, and evaluate what is important, ultimately altering their perceptions. Accommodation, on the other hand, is reframing the world and new experiences into the mental capacity already present. Individuals conceive a particular fashion in which the world operates. When things do not operate within that context, they must accommodate and reframing the expectations with the outcomes.

The role of teachers is very important within the constructivism learning theory. Instead of giving a lecture the teachers in this theory function as facilitators whose role is to aid the student when it comes to their own understanding. This takes away focus from the teacher and lecture and puts it upon the student and their learning. The resources and lesson plans that must be initiated for this learning theory take a very different approach toward traditional learning as well. Instead of telling, the teacher must begin asking. Instead of answering questions that only align with their curriculum, the facilitator in this case must make it so that the student comes to the conclusions on their own instead of being told. Also, teachers are continually in conversation with the students, creating the learning experience that is open to new directions depending upon the needs of the student as the learning progresses. Teachers following Piaget’s theory of constructivism must challenge the student by making them effective critical thinkers and not being merely a “teacher” but also a mentor, a consultant, and a coach.

Instead of having the students relying on someone else’s information and accepting it as truth, the constructivism learning theory supports that students should be exposed to data, primary sources, and the ability to interact with other students so that they can learn from the incorporation of their experiences. The classroom experience should be an invitation for a myriad of different backgrounds and the learning experience which allows the different backgrounds to come together and observe and analyze information and ideas.

The constructivism learning theory will allow children to, at an early age or a late age, develop the skills and confidence to analyze the world around them, create solutions or support for developing issues, and then justify their words and actions, while encouraging those around them to do the same and respecting the differences in opinions for the contributions that they can make to the whole of the situation. Classroom applications of constructivism support the philosophy of learning which build a students’ and teachers’ understanding.

Source : http://www.teach-nology.com/currenttrends/constructivism/

Multiple Intelligences and Education

Rijal Makhrus Musyafa ♦ Maret 13, 2012 ♦ Tinggalkan komentar

Howard Earl Gardner’s (1943- ) work has been marked by a desire not to just describe the world but to help to create the conditions to change it. The scale of Howard Gardner’s contribution can be gauged from following comments in his introduction to the tenth anniversary edition of his classic work Frames of Mind. The theory of multiple intelligences:

In the heyday of the psychometric and behaviorist eras, it was generally believed that intelligence was a single entity that was inherited; and that human beings – initially a blank slate – could be trained to learn anything, provided that it was presented in an appropriate way. Nowadays an increasing number of researchers believe precisely the opposite; that there exists a multitude of intelligences, quite independent of each other; that each intelligence has its own strengths and constraints; that the mind is far from unencumbered at birth; and that it is unexpectedly difficult to teach things that go against early ‘naive’ theories of that challenge the natural lines of force within an intelligence and its matching domains. (Gardner 1993: xxiii)

Howard Gardner initially formulated a list of seven intelligences. His listing was provisional. The first two have been typically valued in schools; the next three are usually associated with the arts; and the final two are what Howard Gardner called ‘personal intelligences’ (Gardner 1999: 41-43).

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

Bodily-kinesthetic intelligence entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.

Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

Memory And Learning

Rijal Makhrus Musyafa ♦ Maret 13, 2012 ♦ Tinggalkan komentar

Memory
Memory makes us. If we couldn’t recall the who’s, what’s, where’s, and when’s of our everyday lives, we’d never be able to manage. We mull over ideas in the present with our short-term (or working) memory, while we store past events and learned meanings in our long-term (episodic or semantic) memory.

Learning

In psychology, the process by which a relatively lasting change in potential behavior occurs as a result of practice or experience. Learning is distinguished from behavioral changes arising from such processes as maturation and illness, but does apply to motor skills, such as driving a car, to intellectual skills, such as reading, and to attitudes and values, such as prejudice. There is evidence that neurotic symptoms and patterns of mental illness are also learned behavior. Learning occurs throughout life in animals, and learned behavior accounts for a large proportion of all behavior in the higher animals, especially in humans.

KOHLBERG’S STAGES OF MORAL DEVELOPMENT

Rijal Makhrus Musyafa ♦ Maret 13, 2012 ♦ Tinggalkan komentar

KOHLBERG’S SIX STAGES

Level 1. Preconventional Morality

Stage 1. Obedience and Punishment Orientation. 

Kohlberg’s stage 1 is similar to Piaget’s first stage of moral thought. The child assumes that powerful authorities hand down a fixed set of rules which he or she must unquestioningly obey. To the Heinz dilemma, the child typically says that Heinz was wrong to steal the drug because “It’s against the law,” or “It’s bad to steal,” as if this were all there were to it. When asked to elaborate, the child usually responds in terms of the consequences involved, explaining that stealing is bad “because you’ll get punished” (Kohlberg, 1958b).

Stage 2. Individualism and Exchange. 

At this stage children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints. “Heinz,” they might point out, “might think it’s right to take the drug, the druggist would not.” Since everything is relative, each person is free to pursue his or her individual interests. One boy said that Heinz might steal the drug if he wanted his wife to live, but that he doesn’t have to if he wants to marry someone younger and better-looking (Kohlberg, 1963, p. 24). Another boy said Heinz might steal it becausemaybe they had children and he might need someone at home to look after them. But maybe he shouldn’t steal it because they might put him in prison for more years than he could stand. (Colby and Kauffman. 1983, p. 300)

 Level II. Conventional Morality

Stage 3. Good Interpersonal Relationships. 

At this stage children–who are by now usually entering their teens–see morality as more than simple deals. They believe that people should live up to the expectations of the family and community and behave in “good” ways. Good behavior means having good motives and interpersonal feelings such as love, empathy, trust, and concern for others. Heinz, they typically argue, was right to steal the drug because “He was a good man for wanting to save her,” and “His intentions were good, that of saving the life of someone he loves.” Even if Heinz doesn’t love his wife, these subjects often say, he should steal the drug because “I don’t think any husband should sit back and watch his wife die” (Gibbs et al., 1983, pp. 36-42; Kohlberg, 1958b).

Stage 4. Maintaining the Social Order. Stage 3 reasoning works best in two-person relationships with family members or close friends, where one can make a real effort to get to know the other’s feelings and needs and try to help. At stage 4, in contrast, the respondent becomes more broadly concerned with society as a whole. Now the emphasis is on obeying laws, respecting authority, and performing one’s duties so that the social order is maintained. In response to the Heinz story, many subjects say they understand that Heinz’s motives were good, but they cannot condone the theft. What would happen if we all started breaking the laws whenever we felt we had a good reason? The result would be chaos; society couldn’t function. As one subject explained, I don’t want to sound like Spiro Agnew, law and order and wave the flag, but if everybody did as he wanted to do, set up his own beliefs as to right and wrong, then I think you would have chaos. The only thing I think we have in civilization nowadays is some sort of legal structure which people are sort of bound to follow. [Society needs] a centralizing framework. (Gibbs et al., 1983, pp. 140-41).

Level III. Postconventional Morality

Stage 5. Social Contract and Individual Rights. At stage 4, people want to keep society functioning. However, a smoothly functioning society is not necessarily a good one. A totalitarian society might be well-organized, but it is hardly the moral ideal. At stage 5, people begin to ask, “What makes for a good society?” They begin to think about society in a very theoretical way, stepping back from their own society and considering the rights and values that a society ought to uphold. They then evaluate existing societies in terms of these prior considerations. They are said to take a “prior-to-society” perspective (Colby and Kohlberg, 1983, p. 22).

Stage 6: Universal Principles. Stage 5 respondents are working toward a conception of the good society. They suggest that we need to (a) protect certain individual rights and (b) settle disputes through democratic processes. However, democratic processes alone do not always result in outcomes that we intuitively sense are just. A majority, for example, may vote for a law that hinders a minority. Thus, Kohlberg believes that there must be a higher stage–stage 6–which defines the principles by which we achieve justice.

Summary

At stage 1 children think of what is right as that which authority says is right. Doing the right thing is obeying authority and avoiding punishment. At stage 2, children are no longer so impressed by any single authority; they see that there are different sides to any issue. Since everything is relative, one is free to pursue one’s own interests, although it is often useful to make deals and exchange favors with others.

At stages 3 and 4, young people think as members of the conventional society with its values, norms, and expectations. At stage 3, they emphasize being a good person, which basically means having helpful motives toward people close to one At stage 4, the concern shifts toward obeying laws to maintain society as a whole.

At stages 5 and 6 people are less concerned with maintaining society for it own sake, and more concerned with the principles and values that make for a good society. At stage 5 they emphasize basic rights and the democratic processes that give everyone a say, and at stage 6 they define the principles by which agreement will be most just.