Dari sudut psikologi, terdapat perbezaan cara mengorganisasi dan penyampaian kurikulum diantara sudut pandangan psikologi behavioris, kognitif dan sosial konstruktivist. Jelaskan. From the psychology perspective, there is a different in organizing and delivering curriculum from the perspective of a behaviourist, cognitive and social constructivism. Explain. Psychology is the study of human behaviour and experience (Lefrancois, 1988) and education psychology is one of the branches on applying the psychology concerned with the skills, techniques, and resources as well as principles of psychology to problem solutions regarding the teaching and learning process to achieve the desired objective (Davis, 2014). Learning psychology on the other hand refers to the research on how humans learn and the process of it. Even though there is a perspective on the education from the psychological views, the perspectives are defined differently among behaviourism, cognitivism, and social constructivism. Behaviour defines on what people say and do (Ng’andu, Hambulo, Haambokoma, & Tomaida, 2013) and is a response to the “introspection” movement prevalent in the 19th and early 20th century (Mahmoodi-Shahrebabaki, 2018). The early curriculum reinforces much on the behaviourism theory which is more towards traditional approach. This is supported by (Nath & Sajitha, 2010) explaining behaviourism as a traditional approach used in educational system giving priority to chalk and talk approach and emphasising the importance of teacher and the product. Behaviourists believe that the behaviour of learners is a response to their past, and behavioural modification is the main purpose of education (Agarkar, 2019) and this type of teaching is more on the drilling method (Mahmoodi-Shahrebabaki, 2018) and one-way teaching process. The teacher transmits information to the learner was an effective mode of teaching (Agarkar, 2019) and the pupils as receiver and more to a passive participant. It is a teachercentred teaching. One of the biggest contributions of the behaviourism lesson objectives during the instructional process (Ng’andu, Hambulo, Haambokoma, & Tomaida, 2013) and this is to ensure the behaviour of the learners to express on the learning. Cognitivism on the other hand stresses more on the internal mental concentrating on the acquisition of knowledge (Bower & Hilgard, 1981) and it describe the process as memory concept formation, and information within framework (Yilmaz, 2011) and making knowledge meaningful (Agarkar, 2019). Learning is viewed as an active process in the cognitivism. It involves the acquisition and reorganization of cognitive structures which the process and storing of information happens
(Weegar & Pacis, 2012) and to see the learner as an active participant throughout the knowledge acquisition and learning process (Yilmaz, 2011). The concept of mapping and advance organizer involves in the cognitivism and the strategies are more to connecting new information to the existing schemata while creating meaning for the knowledge found. Constructivism equates learning with creating meaning from experience (Ertmer & Newby, 2013) and develop the knowledge through active participation in their learning (Weegar & Pacis, 2012) which demands innovation in the classroom (Nath & Sajitha, 2010). Constructivism allows curriculum development by promoting interaction with the environment. The learners are subject driven and learn by doing activity that requires interaction with the world. It also promotes teamwork and collaboration working in completing the task. Learning is a search of meaning and it requires understanding. Thus, constructivism needs elimination of a standardized curriculum (Lenjani, 2015) and it should be customised according to the students’ prior knowledge. It is also more on learning about hands-on problem-solving situation. The teachers’ task is to understand the connection between their schemata and foster new knowledge based on the fact. The learners will then analyse and interpret the information. As a conclusion, there is a huge difference between the theories of learning and on how they deliver the curriculum. The behaviourism promotes more on the behaviour of the learner and to see the product. The cognitivism stresses on the knowledge to create a meaning. As for the constructivism it emphasizes more on the process of the learning and focusing more on the students.
REFRENCES Agarkar, S. C. (2019). Influence of Learning Theories on Science Education. Resonance, 849-859. Bower, G. H., & Hilgard, E. R. (1981). Theories of Learning (5th ed.). Englewood Cliffs, NJ: PrenticeHall. Davis, M. P. (2014). Cognition and Learning : A Review of the Literature with Reference to Ethnolinguistic Minorities. SIL International. Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quaterly, 26(2), 43-71. Lefrancois, G. R. (1988). Psychology for teaching, Sixth edition. Belmont, California: Wadsworth Publishing Company. Lenjani, I. (2015). Constructivism and Behaviourism Methodologieson Special Needs Education. European Journal of Special Education Research, 1(1), 17-24. Mahmoodi-Shahrebabaki, M. (2018). Behaviorism, Education and Curriculum. Nath, B. K., & Sajitha, P. S. (2010). Psychological Approaches to Learner centered curriculum in Kerala. Approaches to Kerala Curriculum, . Ng’andu, K., Hambulo, F., Haambokoma, N., & Tomaida, M. (2013). The Contribution of Behaviourism Theory to Education. Zambia Journal of education, 4(1), 58-74. Weegar, M. A., & Pacis, D. (2012). A Comparison of Two Theories of Learning - Behaviorism and Constructivism as applied to Face-to-Face and Online Learning. E-Leader Manila. Yilmaz, K. (2011). The Cognitive Perspective on Learning: Its Theoretical Learning: Its Theoretical for Classroom Practices. The Clearing House, 84, 204-212.