Firdausy Az Zahrah / G0112043

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Psychological Factors
Psychological factors that influence the process and outcomes of learning, a lot of numbers, and each of them can not be
considered separately.
Individual behavior, including learned behavior, is the totality of appreciation and activity that was born as a result of the end of
the interplay between the various symptoms, such as attention, perception, memory, thought and motive.
1. Attention
Surely unacceptable that students are paying attention to the subject of intensive study will reap better results. Attention
is characterized by the large intensive awareness accompanying learning activities. Subject of intensive attention students can
dieksloatasi such a way with certain learning strategies, such as providing learning materials to suit the needs of students subject,
presenting learning material with varying techniques and creative, such as playing a role (role playing), debates and so on.
Strategy like this can also provoke spontaneous attention from the subject students. Spontaneous attention meant was
unintentional attention, naturally, that arise from instinctive impulses to know something, such as a tendency to know what is
happening in reverse commotion in the side of the house, and others. Some of the results of psychological research suggests that
attention tends to produce spontaneous memories longer and intensive than deliberate attention.
2. Observation
Observation is the way the world of the subject students through vision, hearing, touch, and taste. Observation is gate
the influence from the outside in individual subjects learners, and therefore important for learning observations.
For the purposes of setting the learning process, educators need to understand the overall modalities such observations, and
establish analytically which of the elements of the modalities that observation of the most dominant role in the learning process.
Psychology seems to agree that the other elements of the learning process. In other words, the acquisition of knowledge by the
subject students get more done through sight and hearing.
If so, educators should consider the appearance of teaching aids in the presentation of learning material that can stimulate the
optimization of the power of vision and hearing subjects students. Props that can be used, for example; chart, charts, recordings,
slides, and so on.
3. Memory
Theoretically, there are three aspects related to the functioning of memory, namely (1) receives the impression, (2)
storing an impression, and (3) produces an impression. Perhaps because these functions, the term "memory" is always defined as
the ability to receive, store and reproduce the impression.
Skills impression very central role in learning. Through these skills, students subjects were able to remember the things he had
learned.
In the context of learning, these skills can be affected by several things, including the use of learning techniques educators.
Learning techniques are accompanied by the appearance of a chart, summary and so it felt going deeper on the subject of
students. In addition, the development of learning techniques that utilize the "catwalk memory" is also more impressive to subject
students, especially for the learning material in the form of formulas or specific symbol sequences. Examples of interesting case
is remembering the names of key tone g (gudeg), d (and), a (chicken), b (duck) and so on.
Another thing of memory is the ability to save or recall impressions. This ability is not the same quality on every subject students.
However, there is something common to everyone as well: that as soon as someone completes an action learning, the process of
forgetting will occur. Things were overlooked initially accumulate quickly, and then take more slowly, and eventually some of it
will be left over and stored in memory for a relatively long time.
To reach sufficient proportions to remember, according to the school psychologist, the subject students should repeat the study
within a period that is not too long. The implications of this view in the learning process in such a way that allows the student to
repeat a subject or recall the lessons they have learned the material. It is, for instance, can be done through the provision of
learning submaterial tests after one finishes.
Resroduksi capability, ie re-activation or production process the things they have learned, not less interesting to watch. However,
the things that have been learned, one day, have to be produced to meet the specific needs of students subject, for example the
need to answer the questions in the test, or to respond to these challenges for the world around.
Educators can sharpen students' skills in this subject through assignments summarizing the learning material that has been given.
4. Thinking
The most common definition of thinking is the development of ideas and concepts (Bochenski, in Suriasumantri (ed),
1983:52) in a person. The development of the idea and the concept is going through the process of building relations between the
parts of the information stored in the form of understanding someone. From this picture we can see that thinking is essentially a
psychological process with the following stages: (1) understanding the formation, (2) interlacing notions, and (3) drawing
conclusions.
The ability to think on the nature of human nature. Humans are born normally would by itself have this capability with different
levels reletif. If so, that should be pursued in the learning process is to develop this capability, rather than weakening it.
Educators who have a tendency to explain the "learn more" about the learning material will tend to weaken the ability of the
subject students to think. Instead, educators are learning to focus more on the provision of these terms or key concepts that are
functional will encourage students to develop the ability to think the subject of them. Lessons like these will bring the subject of
opposition psychology students to formulate their conclusions independently.
5. Motive
Motif is a state in the subject students are encouraged to undertake certain activities. The motive may arise from
external stimuli, such as giving a gift when someone can finish a job well done. The motive of this kind are often called
ekstrensik motif. But it was often the motive seems to envelop students subject themselves called intrinsic motives. For example,
a subject students love to read because he wanted to know more about something.
In the context of learning, intrinsic motives necessarily always better, and usually long-term. But in an intrinsic motive is not
enough on the subject of potential learners, educators need to deal with the presence of extrinsic motives. This motif, for
example, can be presented through the creation of a competitive atmosphere among individuals and groups subject students. This
atmosphere will encourage students to strive or the subject race exceeds the lain. So, educators should closely monitor this
atmosphere so as not to lead to negative things.
Extrinsic motives may also be presented with finesse "self competition", that presents graphs of individual subject performance
didik. In this graph, each subject students can see their own progress-progress. And also compare your progress.Look at this
graph, the subject students will be encouraged to improve his performance so as not to be under the achievements of others.






Faktor Psikologis
Faktor-faktor psikologis yang berpengaruh terhadap proses dan hasil belajar, jumlahnya banyak sekali, dan masing-
masingnya tidak dapat dibahas secara terpisah.
Perilaku individu, termasuk perilaku belajar, merupakan totalitas penghayatan dan aktivitas yang lahir sebagai hasil
akhir saling pengaruh antara berbagai gejala, seperti perhatian, pengamatan, ingatan, pikiran dan motif.

1. Perhatian
Tentulah dapat diterima bahwa subjek didik yang memberikan perhatian intensif dalam belajar akan memetik hasil
yang lebih baik. Perhatian intensif ditandai oleh besarnya kesadaran yang menyertai aktivitas belajar. Perhatian
intensif subjek didik ini dapat dieksloatasi sedemikian rupa melalui strategi pembelajaran tertentu, seperti
menyediakan material pembelajaran yang sesuai dengan kebutuhan subjek didik, menyajikan material pembelajaran
dengan teknik-teknik yang bervariasi dan kreatif, seperti bermain peran (role playing), debat dan sebagainya.
Strategi pemebelajaran seperti ini juga dapat memancing perhatian yang spontan dari subjek didik. Perhatian yang
spontan dimaksudkan adalah perhatian yang tidak disengaja, alamiah, yang muncul dari dorongan-dorongan
instingtif untuk mengetahui sesuatu, seperti kecendrungan untuk mengetahui apa yang terjadi di sebalik keributan di
samping rumah, dan lain-lain. Beberapa hasil penelitian psikologi menunjukkan bahwa perhatian spontan cendrung
menghasilkan ingatan yang lebih lama dan intensif dari pada perhatian yang disengaja.

2. Pengamatan
Pengamatan adalah cara pengenalan dunia oleh subjek didik melalui penglihatan, pendengaran, perabaan, pembauan
dan pengecapan. Pengamatan merupakan gerbang bagi masuknya pengaruh dari luar ke dalam individu subjek didik,
dan karena itu pengamatan penting artinya bagi pembelajaran.
Untuk kepentingan pengaturan proses pembelajaran, para pendidik perlu memahami keseluruhan modalitas
pengamatan tersebut, dan menetapkan secara analitis manakah di antara unsur-unsur modalitas pengamatan itu yang
paling dominan peranannya dalam proses belajar. Kalangan psikologi tampaknya menyepakati bahwa unsur lainnya
dalam proses belajar. Dengan kata lain, perolehan informasi pengetahuan oleh subjek didik lebih banyak dilakukan
melalui penglihatan dan pendengaran.
Jika demikian, para pendidik perlu mempertimbangkan penampilan alat-alat peraga di dalam penyajian material
pembelajaran yang dapat merangsang optimalisasi daya penglihatan dan pendengaran subjek didik. Alat peraga yang
dapat digunakan, umpamanya ; bagan, chart, rekaman, slide dan sebagainya.

3. Ingatan
Secara teoritis, ada 3 aspek yang berkaitan dengan berfungsinya ingatan, yakni (1) menerima kesan, (2) menyimpan
kesan, dan (3) memproduksi kesan. Mungkin karena fungsi-fungsi inilah, istilah ingatan selalu didefinisikan
sebagai kecakapan untuk menerima, menyimpan dan mereproduksi kesan.
Kecakapan merima kesan sangat sentral peranannya dalam belajar. Melalui kecakapan inilah, subjek didik mampu
mengingat hal-hal yang dipelajarinya.
Dalam konteks pembelajaran, kecakapan ini dapat dipengaruhi oleh beberapa hal, di antaranya teknik pembelajaran
yang digunakan pendidik. Teknik pembelajaran yang disertai dengan penampilan bagan, ikhtisar dan sebagainya
kesannya akan lebih dalam pada subjek didik. Di samping itu, pengembangan teknik pembelajaran yang
mendayagunakan titian ingatan juga lebih mengesankan bagi subjek didik, terutama untuk material pembelajaran
berupa rumus-rumus atau urutan-urutan lambang tertentu. Contoh kasus yang menarik adalah mengingat nama-nama
kunci nada g (gudeg), d (dan), a (ayam), b (bebek) dan sebagainya.
Hal lain dari ingatan adalah kemampuan menyimpan kesan atau mengingat. Kemampuan ini tidak sama kualitasnya
pada setiap subjek didik. Namun demikian, ada hal yang umum terjadi pada siapapun juga : bahwa segera setelah
seseorang selesai melakukan tindakan belajar, proses melupakan akan terjadi. Hal-hal yang dilupakan pada awalnya
berakumulasi dengan cepat, lalu kemudian berlangsung semakin lamban, dan akhirnya sebagian hal akan tersisa dan
tersimpan dalam ingatan untuk waktu yang relatif lama.
Untuk mencapai proporsi yang memadai untuk diingat, menurut kalangan psikolog pendidikan, subjek didik harus
mengulang-ulang hal yang dipelajari dalam jangka waktu yang tidak terlalu lama. Implikasi pandangan ini dalam
proses pembelajaran sedemikian rupa sehingga memungkinkan bagi subjek didik untuk mengulang atau mengingat
kembali material pembelajaran yang telah dipelajarinya. Hal ini, misalnya, dapat dilakukan melalui pemberian tes
setelah satu submaterial pembelajaran selesai.
Kemampuan resroduksi, yakni pengaktifan atau prosesproduksi ulang hal-hal yang telah dipelajari, tidak kalah
menariknya untuk diperhatikan. Bagaimanapun, hal-hal yang telah dipelajari, suatu saat, harus diproduksi untuk
memenuhi kebutuhan tertentu subjek didik, misalnya kebutuhan untuk menjawab pertanyaan-pertanyaan dalam
ujian ; atau untuk merespons tantangan-tangan dunia sekitar.
Pendidik dapat mempertajam kemampuan subjek didik dalam hal ini melalui pemberian tugas-tugas
mengikhtisarkan material pembelajaran yang telah diberikan.

4. Berfikir
Definisi yang paling umum dari berfikir adalah berkembangnya ide dan konsep (Bochenski, dalam Suriasumantri
(ed), 1983:52) di dalam diri seseorang. Perkembangan ide dan konsep ini berlangsung melalui proses penjalinan
hubungan antara bagian-bagian informasi yang tersimpan di dalam didi seseorang yang berupa pengertian-
perngertian. Dari gambaran ini dapat dilihat bahwa berfikir pada dasarnya adalah proses psikologis dengan tahapan-
tahapan berikut : (1) pembentukan pengertian, (2) penjalinan pengertian-pengertian, dan (3) penarikan kesimpulan.
Kemampuan berfikir pada manusia alamiah sifatnya. Manusia yang lahir dalam keadaan normal akan dengan
sendirinya memiliki kemampuan ini dengan tingkat yang reletif berbeda. Jika demikian, yang perlu diupayakan
dalam proses pembelajaran adalah mengembangkan kemampuan ini, dan bukannya melemahkannya. Para pendidik
yang memiliki kecendrungan untuk memberikan penjelasan yang selengkapnya tentang satu material
pembelajaran akan cendrung melemahkan kemampuan subjek didik untuk berfikir. Sebaliknya, para pendidik yang
lebih memusatkan pembelajarannya pada pemberian pengertian-pengertian atau konsep-konsep kunci yang
fungsional akan mendorong subjek didiknya mengembangkan kemampuan berfikir mereka. Pembelajaran seperti ni
akan menghadirkan tentangan psikologi bagi subjek didik untuk merumuskan kesimpulan-kesimpulannya secara
mandiri.

5. Motif
Motif adalah keadaan dalam diri subjek didik yang mendorongnya untuk melakukan aktivitas-aktivitas tertentu.
Motif boleh jadi timbul dari rangsangan luar, seperti pemberian hadiah bila seseorang dapat menyelesaikan satu
tugas dengan baik. Motif semacam ini sering disebut motif ekstrensik. Tetapi tidak jarang pula motif tumbuh di
dalam diri subjek didik sendiri yang disebut motif intrinsik. Misalnya, seorang subjek didik gemar membaca karena
dia memang ingin mengetahui lebih dalam tentang sesuatu.









QUESTION
1. What psychological factors that affect learning?
2. What do you mean about observation?
3. Why memory is always defined ability to receive, store and reproduce the impression?
4. Why observation is important for learning?
5. What efforts were made in the learning process?
6. What do you mean about spontaneous attention?
7. How to get better results?
8. What is the theoretical memory function?
9. What a way to sharpen the ability of educators to subject their students?
10. How can I make sure the material can be slightly reduced?





















JAWABAN
1. Attention, Observation, Memory, Thinking, Motive
2. Observation is the way the world of the subject students through vision, hearing, touch, and taste.
3. Because there are 3 aspects related to the functioning of memory, namely (1) receives the impression, (2)
storing an impression, and (3) produces the impression.
4. Because the observation is a gateway to the influence from the outside in individual subjects students.
5. Develop the ability to think, instead of weaken.
6. Unintentional attention, naturally, that arise from instinctive impulses to know something, such as a
tendency to know what is happening in reverse commotion in the side of the house, etc.
7. By giving students the subject of intensive care.
8. Receives the impression, saving impression, and the impression produced.
9. Through assignments summarizing the learning material that has been given.
10. Subject students should repeat the study in a period not too long