“Om Swastyast

u”

Learning According to Albert Bandura's view

Ni Ketut Mudiantari (1313021008)Ni Nyoman Dita Tri Pramida (1313021022)Ni Ketut Mudiantari (1313021008)Ni Nyoman Dita Tri Pramida (1313021022)

Physics Education DepartmentFaculty of Mathematic and Natural Science

Ganesha University of Science

2015

TOPIC

1. Social-Cognitive Learning Theory According to Albert

Bandura.

2. Characteristics of Social-`Cognitive Learning Theory

According to Albert Bandura.

3. Advantage and disadvantage Social-Cognitive Learning

Theory According to Albert Bandura

4. Application of Social-Cognitive Learning Theory According to

Albert Bandura.

Social-Cognitive

Learning Theory

According to Albert

Bandura.

Social-Cognitive Learning Theory According to Albert Bandura.

Social learning theory (also known as the observational’s learning theory or vicarious learning theory or learning theories of the model)

which in this theory emphasizes the cognitive component of mind, understanding, and evaluation. The learning process of this function appears as a function of the observation, control, and imitation of behavior others people.

Albert Bandura explain` that learning theory is based on three assumptions:

On the basis of the third assumption, the social learning theory of Bandura called cognitive because cognitive processes within the individual plays a role in learning, while the learning process is due to the influence of the social environment

Social-cognitive learning theory by Albert

Bandura is also the foundation models

Problem Based Learning (PBL), which

focuses on learning in social context . This

theory states that one learns from others,

including the concept of observational

learning, imitation and modeling

Basic Principles of Social Learning Theory

Social learning theory states that social factors, cognitive and behavior plays an important role in learning. Cognitive factors will affect the student insight on understanding; while social factors, including the student's attention on the behavior and imitation mother and father, will affect the student's behavior.

Albert Bandura, a social sect leader stated that the learning process will be implemented with a more memorable by

using the "modeling". 

Bandura also explain the things that becomes a limitation in behavioristic learning theory, is as follows:

Behavioristic theory difficult to apply to real-life situations

Behavioristic theory can not explain about the learning of new behaviors

Behavioristic theory can explain only direct instruction (direct learning), where the consequences are given immediately after learning behavior occurred, but can not explain similar behavior that appears on next time (pemedanan deferred /delayed matching), where the consequences are given later

1

2

3

Type Learning Explanation

Learning Direct (direct Matching)

After studying a particular behavior, direct student conduct or conduct themselves such behavior is the result of learning, and directly experience the consequences of the response. A learned behavior that can be exhibited by the model.

Learning Indirect (Matching pending)

Students pay attention to a model of behavior that must be learned and pay attention to how the model gets reinforcement. Some time later the student exhibits behavior learned to pay attention to the model of the above.

Of limitations behavioristic theory, Bandura introduced the theory of learning known as the "Social Learning Theory" which has the following six principles.

Principle Factors Determining Mutual

All that is happening in the environment around the students, personal factors (such as thinking and motivation) and behaviors both seen have an interact . Each of these factors affect each other in the learning process. 

1

Bandura introduced the triangular relationship are interrelated, there is between behavioral, environment, and internal factors that affect perception and action.

P

EB

Ekspektasi dan nilai mempengaruhi tingkah laku

Keragaman fisik dapat mengaktifkan reaksi sosial

Perbedaan perlakuan sosial mempengaruhi konsepsi setiap individu

Tingkah laku yang sering dinilai tanpa memperhatikan balikan dari lingkungan akan mengubah kesan pribadi

Tingkah laku mengaktifkan kontingensi lingkungan

Kontingensi yang diaktifkan dapat mengubah intensitas atau arah kegiatan

Understanding the capabilities Create or Symbols

Bandura states that people understand this world symbolically through cognitive representations (cognitive representation).Because humans have the ability to imagine and take advantage of the language as a tool for thinking, then things are passed can be stored in memory and the things that will come can also be tested symbolically in mind.

2

Thinking Ability to Home

It can be used to remember things suda ever experienced, the ability to think or to process these symbols can be used to plan for the future. We can guess how others react to us, can set goals, and plan actions to be taken to achieve these objectives. This is called a forward thinking,

3

Ability Experiencing Self Imposed What Other People (Learning Vicarious

People, especially children, are able to learn by observing other people behave and the consequences of such behavior.This is called learning from what happened to someone else. Learning through observation can occur through the conditions experienced by others or vicarious conditioning.

4

Self Regulation

People generally have the ability to control their own behavior. How hard they work, how many hours they sleep, how they behave in public, and so on. This behavior is based on the standards set by personal motivations them where they will also be affected by the reactions of others.

This self-assessment (self-efficacy) affect one's choice would be the activities that will be done, the amount of effort that is deployed to complete the tasks, the amount of fortitude to face adversity, and the possibility of facing a task with a sense of worry or fear or confidence self.

5

Ability to reflect

This latter principle explains that most people often do reflection or contemplation to think of themselves personal abilities. . Of all the self-assessment, the most important is the assessment of some components or how well they think they can do a task successfully.

6

Characteristics of

Social-Cognitive

Learning Theory

According to Albert

Bandura.

Characteristics of learning theory Albert Bandura include modeling, and learning phase.A person can learn with regard to the

activities performed by the model and really understand the activities performed by the model. This understanding depends on how simple and striking behavior exhibited by the model.

The process also pay attention to the model will depend on how important the behaviors exhibited by the model for the observer itself. 

Principal role behavior being modeled is to communicate information to the observer. There are three roles of the behavior of the model, namely:

Phase Learning

Fase

Perhatian

Fase

Retensi

Fase

Motivasi

Fase

Reproduksi

Peristiwa Model

Penampilan

Penampilan

Advantage and disadvantage Social-Cognitive Learning Theory According to Albert BanduraNi Nyoman Dita Tri Pramida (1313021022)

Advantage of Social Learning Theory

Albert Bandura's theory is more complete than

the previous learning theory, because it emphasizes that

environment and behavior associated with the person's

cognitive system. Bandura sees human behavior is not

solely on the stimulus reflex (SR bond), but also due to

reactions caused by the interaction between the

environment and human cognitive itself.

Disadvantage Social Learning Theory

If people learn or form behavior with only through imitation (modeling), there is definitely some individuals who use impersonation techniques will also mimic the negative behavior, including the treatment that is not acceptable in society.

Application of Social-Cognitive Learning Theory According to Albert Bandura. Ni Nyoman Dita Tri Pramida (1313021022)

In the learning process according to social theory

Bandura, a teacher must be able to present a good model. Good

model should be able to have a strong influence on the learners so

that they can pay attention to the learner. The model here is not

necessarily from the teacher, but it depends what will be taught.

Social learning theory is suitable to teach the material in the form

of psychomotor and affective aspects, because learners can

directly observe, remember and imitate the model presented.

However, in the study of physics is taught is a concept that

teachers should be able to present a model that attracts attention

and can be easily remembered by the learner.

The application of this theory involves

three things, namely:

1. Characteristics of students The ability to accept something different specific models

because: a) The model values are not equal to him b) The degree of similarity between the model with

the status and situation observed also different

2. Cognitive processes and teaching Transfer of learning outcomes (transfer of learning),

develop the skills learned how to learn and teach problem solving are important issues for education.

3. Social context for learning Observing the various models and reinforcement given by

peers and by others, are all important influence in the leaarn.

As an example of the design of the learning plan (RPP)

which is the application of social-cognitive learning theory by

Albert Bandura, where appropriate learning model with the

theory that the model pembelajarn Problem Based Learning

(PBL).

Design of The Learning Plan (RPP) Unit Education: Junior Subject: Integrated Science (Physics) Class / Semester: VII / Odd Highlights: Force and Acceleration Sub Highlights: Friction Style Model Learning: Problem Based Learning (PBL) Allocation of Time:± 90 minutes (1x meeting)

I. Competency Standards Take measurements of various magnitudes correctly, describe

and make a simple design on the basics of mechanics, as well as its application in everyday life.

II. Basic Competencies Able to identify the types of style and influence in an object that

is subjected to force.

III. Learning Indicators • Large investigate the friction force on a variety of different

surfaces, namely the surfaces are smooth and rough. • Show some examples of their favorable frictional force and

frictional force harmful. IV. Learning Objectives • Students are able to investigate large friction force on a

variety of different surfaces, namely the surfaces are smooth and rough through experimentation and discussion.

• Students are able to show some examples of their favorable frictional force and frictional force that harm through discussion.

V. Teaching Materials Friction is the force that arises because the two surfaces touch

each other. Direction of the friction force is always opposite to the direction of motion of the object. Factors that affect the size of the friction force is the normal force (N) and the coefficient of friction . Coefficient of friction is rough or slippery surface properties of objects. Friction can be expressed by the following equation:

When viewed from the movement, there are two kinds of friction, namely:

•Static FrictionStatic friction force is the force of friction that occurs

between two objects when the objects will move tersebuttepat. The coefficient of static friction force is denoted by

•Dynamic FrictionDynamic Friction is the force of friction that occurs between

two objects after the object bergerak.Koefisien dynamic frictional force is denoted by

Figure 1. Illustration of the frictional force between two objects

Caption: Caption:

N = normal forceF = forceW = gravityfs = friction

W

N

Ffs

Based on the illustration in Figure 1, it can be concluded some of the following:

a)If F <fs then stationary object. b)If F = fs, the right thing will movec)If F> fs then moving objectsCoefficient of friction is 0≤μ≤1

If μ = 0 then surfaces slipperyIf μ = 1 then very rough surfaces.

Here is a graph of static friction force to normal force and the dynamic friction force with normal force.

fs

Na

fk

Nb

Figure 2. Graph correlation with N (a) and the relationship with N (b)

Based on the graph in Figure 2a, then:

VI. Learning Activities 1. Introduction (10 minutes) • Greetings opener • Checking attendance by asking anyone who is not present

today

While based on the graph in Figure 2b, then:

Syntax Learning

Teacher Activity Student Activities The Time

Introduction (starting a new

class)

1. Giving oral questions related to the concept that had been given previously is about the concept of style

2. Beginning students gain knowledge about the concepts related to the material to be discussed is the concept of friction

3. Delivering indicators to be achieved during the learning activities

4. Teachers assist students in group formation

1. Students answer the questions given by the teacher.

2. Students follow the lesson with enthusiasm because it already has the concept of friction.

3. Students listening to the information given by the teacher

4. Students form groups with each group consisting of 4-7 people

10 minutes

Phase setting issues (starting new

problem)

1. Teachers give students the problems associated with the concept of friction is presented in the form of worksheets based problems in the form of steps to resolve the problem and experiment.

2. The teacher explains the results expected to be obtained by students through the analysis of problems and actions taken are:

a) Finding the concept of friction material

b) Applying the concept of which has been obtained on the basis of actions taken to solve the given problem

3. The teacher asks the students to hypothesize troubleshooting

4. The teacher assigns students to design activities within their investigation LKS instructions to solve the given problem

1. Group students together

carefully scrutinized the

problem that is described in

LKS-based problems.

2. Students analyze problems

based on the procedures

outlined in worksheets that

have been given

3. Students give temporary

answer (hypothesis) to a

given problem based on the

original concept that they

belong to i

4. Students design the

investigation activities as

directed worksheets that have

been given.

Phase follow-up ( follow-up problem )

1. Teachers reviewing every activity undertaken by students.

2. Teachers guide students as needed to find the concept of the material learned through the investigation that has been designed each group.

3. The teacher asks the students to collect data in accordance with the design of the investigation that had been developed

4. Teacher asks student analyze the data obtained in the investigation activities, and make conclusions related to the solving of problems carefully.

1. Students perform experiments with group members who are guided by the teacher

2. Students collect data according to the design of the investigation that had been developed.

3. Students analyze the data obtained in the investigation activities, and make conclusions related to the solving of the problems investigated.

4. Each group member of the group to provide input on any group activity.

5. Group of students together to share their thoughts, discuss, clarify, and unify ideas and opinions.

6. aEach group completes LKS as the result of the investigation report.

Phase presentation ( performance

presentation )

1. Teachers allow each group to describe troubleshooting obtained from experimental results and discussion

2. Teachers guide and direct the students in the class discussion to discuss the problem solving of each group

3. The teacher asks the students to collect reports that each group

1. Each group of students present or present the results of investigation and discussion of them in front of the class

2. Students deliver solving a given problem by applying the concept of the material being studied

3. Each group gathers a group report

Phase scientific conclusion ( after conclusion of the

problem )

1. The teacher asks the students to summarize concepts related materials studied based on the findings of previous activities ( knowledge abstraction )

2. Teachers provide a small test to determine the ability of students in solving problems related to the material being studied

1. Students conclude the related concept of the materials studied based on the findings of previous activity

2. Students taking the test, which is given by the teacher individually

3. Cover ( ± 10 minutes) • Each group gathers his work • Teachers provide an evaluation of the activities that have

been carried out with the students give oral questions to the students at random to determine the achievement indicators of learning and responding to the work of the group and general discussion

• The teacher assigns students to study topics that will be discussed at the next meeting is on gravity.

VII. Learning Resources 1.Nurachmadani & Samson S., 2010. Book VII Package Integrated Science (BSE). Jakarta: Ministry of National Education of Books 20 10 2.Kartono, Agus. 2008. Thousand Pena Physics VII. Jakarta: Penebit Erland.

VIII. Assessment of Learning Outcomes 1. Assessment Techniques

1.Scientific Performance 2.Written test

2. Instrument's Shape 1.Commentary 2.LKS Practicum 3.Quiz

DISCUSSION

“Om Santhi,Santhi, Santhi, Om”