Takrifan-Takrifan Tentang Konsep Pembelajaran Merentasi Sejarah
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Abstract
This paper presents a historical survey of the interpretations of "learning". Around the eighteenth century the doctrine of "metal substance" formed the basis to view "learning" as an expansion of innate ideas either from within via self-unfoldment or from without via mental discipline. When this doctrine was replaced by the doctrine of mental state, "learning" was viewed as the establishment of associations among ideas acquired through experiences. In the late eighteenth century and also throughout the nineteenth century both philosopher-psychologists and experimental psychologists interpreted "learning" as either the formation of associations among ideas or one of its abstractions in the forms of associations between situations and responses, and associations between stimuli and responses. The interpretation of "learning" as associations between stimuli and responses persisted into the twentieth century. However, experimental evidence in the 1960s provided strong support for the view that "learning" involved the activation of at least three memory systems. The first two (sensory register and short-term memory systems) were transcient in nature. Their operations involved traces of information. Rehearsal processes transferred these traces of information to the third some what permanent long term memory system. Only this system operated associatively to establish a network of semantic memory structures. "Learning" was interpreted as changes in the states of information
units as they were being processed through memory systems. Currently a great deal of research on semantic memory which is guided by variants of the scheme theory provided a firm basis to interpret "learning" as changes in memory structure. Basically "learning" is seen as assimilations of knowledge schemes into existing schemes and accomodations of these schemes to contain the assimilated elements via activations of memory systems. Thus "learning" involved changes in the cognitive structure as a whole.
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