Learning Skill

dr. Jayalangkara Tanra Sp.KJ

 Blok 1
Learning Skill & InformationTechnology
(Ketrampilan Belajar & Tehnologi Informasi)

Konsep Diri
Tujuan Motivasi Belajar
Pembelajaran & Memori
Managemen & Gaya Pembelajaran
Membaca & Mendengar efektif
Belajar Dalam Pandangan Islam
Fungsi Otak Dalam Pembelajaran
Metacognation & Proses berpikir kritis
Dll.
 Self-Conceptions
a self-conception is a picture we have of ourselves, of
what we now are. Self-conceptions embrace our
beliefs about our goals, abilities, character, and
emotional makeup, and past.
a self-conception is a system of beliefs about myself:
these beliefs include my past, my present abilities,
weaknesses, and place in the world, and includes my
plans, values, and expectations.
 Study Skills and Learning Skills/Strategies
umbrella terms given to a range of techniques and
ideas designed to improve the learning abilities of
students
Accelerated Learning
everyone has their own unique learning style and that
there are different types of intelligence (often referred
to as the Theory of Multiple Intelligences)
Brain-Based Learning
everyone has a unique brain and a unique way of
learning, responsibility for their own learning
 Left Brain vs. Right Brain
The left brain is concerned with logical thought, the
right brain is concerned with more abstract, creative
thought. They can work together, they can work
independently of each other, or they can work against
each other
We encourage students to get both sides of their
brains working together because that way they will
remember information quicker and more clearly
By combining their logic and imagination students are
also able to gain a better understanding of the links
between concepts and recall relevant information
quicker.
 Thinking Skills
include activities that enable pupils to reflect on their
own thinking processes, and to clarify and reflect on
their problem-solving strategies. Skills of information
processing, reasoning, enquiry, creative thinking and
evaluation are all enhanced by study skills.
Long-term and Short-term Memory
When you memorise something initially, the
information goes into your short-term
memory. Without any reinforcement it will fade away,
you will not be able to recall it. By occasionally
reviewing the information in your short-term memory it
will enter your long-term memory and remain there,
becoming accessible when it is needed.
 Memory Techniques
These are simple techniques designed to tap in to both the left
and the right brain's ability to remember information. They
range from ways to remember lists and formulas to ways to
remember entire units of work.
Understanding
logical left side, How is information structured? How can we
use this structure to help us memorise the information?
Association Mapping
Concept Mapping and Mind Mapping, Association Mapping is
an advanced form of brain-storming that can be used in many
ways. Not only is it useful for summarising and planning, but
because information is laid out in a logical and creative way A-
maps are one of the most useful and flexible memory
techniques available to learners
 Revision
Revision is simply the process of reviewing previously
memorised work in order to transfer it from your short-
term memory to your long-term memory.
Time Management
how to prioritise and juggle their workload and the rest
of their lives with some simple, but effective, methods.
Stress Management
learning and examinations can be very stressful, The
effect of this stress is very much up to the student's
perception of it: is it a threat or a challenge
 Goal Setting and Motivation

Motivate students through various methods

including setting goals, to liven up their attitudes
and to get them thinking that learning effectively
is something that they both can and want to
do. "If you think you can, or think you can't,
you're right" .
 Definitions of motivation
motivation is an internal state or condition
(sometimes described as a need, desire, or
want) that serves to activate or energize
behavior and give it direction (see Kleinginna
and Kleinginna, 1981a).
internal state or condition that activates
behavior and gives it direction;
desire or want that energizes and directs goal-
oriented behavior;
influence of needs and desires on the intensity
and direction of behavior
 Sources of Motivational Needs
behavioral/external
elicited by stimulus associated/connected to innately
connected stimulus
obtain desired, pleasant consequences (rewards) or
escape/avoid undesired, unpleasant consequences
social
imitate positive models
be a part of a group or a valued member
biological
increase/decrease stimulation (arousal)
activate senses (taste, touch, smell, etc.
decrease hunger, thirst, discomfort, etc.
maintain homeostasis, balance
 cognitive
maintain attention to something interesting or
threatening
develop meaning or understanding
increase/decrease cognitive disequilibrium;
uncertainty
solve a problem or make a decision
figure something out
eliminate threat or risk
 affective
increase/decrease affective dissonance
increase feeling good
decrease feeling bad
increase security of or decrease threats to
self-esteem
maintain levels of optimism and
enthusiasm
 conative
meet individually developed/selected goal
obtain personal dream
develop or maintain self-efficacy
take control of one's life
eliminate threats to meeting goal, obtaining
dream
reduce others' control of one's life
spiritual
understand purpose of one's life
connect self to ultimate unknowns
 social cognitive views on motivation
(Ames 1992 & Dwect 1986)
 Intrinsic
Explain or show why learning a particular
content or skill is important
Create and/or maintain curiosity
Provide a variety of activities and sensory
stimulations
Provide games and simulations
Set goals for learning
Relate learning to student needs
Help student develop plan of action
 Extrinsic
Provide clear expectations
Give corrective feedback
Provide valuable rewards
Make rewards available
 Proses Pembelajaran
Any changes in any objects,particularly a
behaviour.

Fase proses pembelajaran

F. Informasi, F. Transformasi, F. Evaluasi.
(Barlow 1985).
Proses pembelajaran 3 tahap
Acquisition (penerimaan informasi)
Storage
Retrieval tahap mendapat kembali informasi
 Perubahan pembelajaran

P.Intensional
P. Positif & aktif
P. Efektif & fungsional