PROBLEMS

THEORY OF LEARNING BEHAVIORISM

Arranged for Fulfilling the Tasks Subjects Development of Students Experienced

by Prof. Dr. Drs. Hamzah B Uno, M.Pd.

Compiled by Group 1

Rizky Amalia Husain (411416001)

Ois Tialo (411416031)

Sri Wahyuning Luawo (411416011)

Frendy Dermawan Silalahi (411416056)

Nun N. Ui (411416084)

FACULTY OF MATH AND SCIENCE

MATHEMATICS DEPARTMENT

STUDY PROGRAM OF EDUCATION MATH

OCTOBER 2017
 CHAPTER I
INTRODUCTION

1.1 Background
Learning is an activity or a process for acquiring knowledge,
improving skills, improving behavior, attitudes, and strengthening
knowledge. In the context of becoming know or the process of acquiring
knowledge, human contact with nature is termed experience. Experience
that happens repeatedly gave birth knowledge (knowledge) or a body of
knowledge.
Speaking of learning and learning is talking about something
that will never end because along with the times, the concept of learning and
learning is also growing. Until now, several known theories about learning,
among other things: behavioristic learning theory, cognitivistic learning
theory, constructivist theory of learning, and social learning theory. These
theories to date can still be felt in the influence of various learning practices.
It is behind the author in describing one theory of learning, the theory of
behavioristic learning with the intent to learn more in the theory of
behavioristic learning which until now still applied in some learning
practices.
According to the behavioristic theory of learning is a change of
behavior as a result of experience. Learning is the result of an interaction
between stimulus and response. A person is considered to have experienced
the process of learning something if he can show changes in behavior.
According to this theory, the most important thing in learning is the input in
the form of stimulus and output in the form of response.

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1.2 Foundation of Problems
Based on the above background, then the formulation of the problem in this
paper is as follows.
1. What is the definition of learning behaviorism theory?
2. What do experts think about learning behaviorism theory?
3. What is the description of learning behaviorism theory?
4. What is the impact of learning behaviorism theory?
1.3 Purpose
The objectives to be achieved in making this paper are as follows.
1. Can explain the definition learning behaviorism theory.
2. Can explain the opinions of experts about learning behaviorism theory.
3. Can explain the description learning behaviorism theory.
4. Can explain the implications learning behaviorism theory.
1.4 Benefit
Benefits derived from the making of this paper is the reader can
know the definition of behaviorism theory, how the opinion of experts about
the theory of behaviorism, how the description of behaviorism theory and
how the implications of behaviorism theory of learning.

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 CHAPTER II
DISCUSSION
2.1 The Definition Of Learning Behaviorism Theory
According to Hamzah Uno (2006: 6) that for a view of learning that
according to behavioristic learning theory or behavior this is the occurrence
of changes in behavior it self as an interaction that occurs between the
stimulus and response. Or practically learning is a change that occurs in
students to behave in terms of ability in a new way as a result of interaction
between stimulus and response. The many psychologists working in this
school include: Thorndike, (1911); Watson, (1963); Hull, (1943); and
Skinner, (1968).
Based on the explanation it can be concluded that the theory of
behavioristic learning explains that learning is a behavior change that can
be observed, measured and assessed concretely. Changes occur through
stimuli (stimulus) that cause the relationship of reactive behavior (response)
based on mechanistic laws. Stimulus is the learning environment of children
who become the cause of learning while the response is the result or the
impact of physical reactions to the stimulus. Learning means strengthening
the bonds, associations, traits and trends of S-R behavior (stimulus-
response).
2.2 The Experts Think About Learning Behaviorism Theory
2.2.1 Thorndike
According to Hamzah Uno (2006: 7) that Thorndike (1911)
is one of the founders of the flow of behavior whose theories have
inspired many others who came after him. He explains that learning
is the process of interaction between stimuli (which may be
thoughts, feelings or movements) and responses (which are also
thoughts, feelings, or movements) and also explain that behavioral
changes may be concrete (observable), or which is non concrete (not
observable).

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 Connectionism theory is the theory of learning behaviorism
that proposed by Thorndike. According to him, learning is the
process of interaction between stimulus and response. Stimulus is
anything that can stimulate the occurrence of learning activities such
as thoughts, feelings, or other things that can be captured through
the sense device. While the response is the interaction raised by
learners when learning that can also be a thought, feeling, or
movement / action. From this definition, according to Thorndike
changes in behavior resulting from learning activities that can be
concrete form that is observable, or not concrete that is not
observable.
Thorndike's experimental object is a cat. If outside the cage
is put food, then the cat will try to achieve it by jumping around. By
accident, the cat had touched the knob so that the cage door opened
and the cat ran to the feeding place. This experiment is repeated for
several times and after about 10 to 12 times, the new cat can
accidentally touch the knob when outside is placed food.
The experiment of a hungry cat inserted in a cage (puzzle
box) is known that in order to achieve a relationship between
stimulus and response, it is necessary to have the ability to choose
the right response and through attempts or trials (trials) and failures
(error) first .
According to Dwi Mariyati (Hamzah Uno Google Schoolar.
http://eprints.uny.ac.id/8155/1/1%20-%2010702259018.pdf.
Retrieved October 19th 2017 at 20.30) that from his experiments
Thorndike proposed three kinds of laws in terms of learning:
1. Law of Readiness (the law of readiness)
2. Law of Exercise (the law of exercise)
3. The law of effect (the law of effect)
Regarding the effect law Thorndike argues that stimuli that
elicit a favorable response will strengthen the S-R relationship, but

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 stimuli that give rise to unpleasant circumstances will lead to a
decline between S-R relationships. Therefore rewards and
punishment do not show symmetrical effects.
2.2.2 Watson
According to Hamzah Uno (2006: 7) that Watson (1963),
founder of another flow of behavior after Thorndike, who had
disagreements with Thorndike that he thought the stimulus and
response should be "observable" behavior. This means that Watson
ignores the many mental changes that may occur in learning and
regard it as a factor that does not need to be known.
According to Watson, psychology is purely an offshoot of
experimental natural science. The goal theoretically is to predict and
control behavior. Watson conducted experiments on the
conditioning of children as a result of Pavlov's influence. Using a
baby as a try object is given a drink from a bottle. Before the bottle
is given, it first rings the bell, and it is done repeatedly. The step
comes to the conclusion that the baby formed a conditioned response
with the sound of the bell even though the baby still shows mouth
movements such as pulsating of the bottle.
2.2.3 Hull
According to Hull (1943), one's behavior serves to maintain
survival. Therefore in theory, the biological needs and satisfaction
of biological needs occupy a central position. Needs are
conceptualized as impulses, such as hunger, thirst, sleep, loss of pain
and so on. Stimulus is almost always associated with this biological
need, although the response may be of various forms (Hamzah Uno,
2006: 8).
Based on the theory above it can be concluded in his theory,
Hull said that the biological needs and satisfaction of biological
needs is important and occupies a central position in all human
activities, so that the stimulus in learning is almost always associated

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 with biological needs, although the response that will appear may
vary various shapes.
2.2.4 Edwin Guthrie
Edwin Guthrie put forward the contiguity theory which
views that learning is an associative association between a particular
stimulus and a particular response. Edwin Guthrie further argues that
the relationship between stimulus and response is a critical factor in
learning. Therefore it is necessary to provide frequent stimulus for
the relationship to be more lasting. In addition, a response will be
stronger (and even habitual) if the response is related to various
stimuli. For example, a person who has a habit of smoking is
difficult to abandon. This can happen because smoking is not only
related to one kind of stimulus (such as smoking pleasure) but with
other stimuli like drinking coffee, hanging out with friends, wanting
to look dashing and so on (Hamzah Uno, 2006: 8).
Explained that the relationship between stimulus and
response tends to be only temporary. Therefore, in learning activities
learners need as often as possible given the stimulus for the
relationship between the stimulus and the response is fixed. He also
suggested, that the response appears stronger and even settled it will
require a variety of stimuli associated with the response.
2.2.5 Skinner
According to Skinner (1968), the description of the
relationship between stimulus and response to explain behavioral
changes (in relation to the environment) according to Watson's vein
is an incomplete description. The response given by the students is
not that simple, because basically every stimulus provided also
produces various consequences, which in turn will affect student
behavior. Of all the supporters of behavioral theory, perhaps
Skinner's theory was the greatest influence on the development of
learning theory (Hamzah Uno, 2006: 10).

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 Theory of Operant Conditioning. This theory was proposed
by Burrhus Frederic Skinner. According to Skinner, the relationship
between the stimulus and the response occurs through interactions
in the environment which will then lead to changes in behavior.
Skinner's theory has the greatest influence on the development of
behavioristic learning theory. Learning programs such as teaching
machines, programming lessons, modules and other learning
programs based on the concept of stimulus-response relationships
and emphasis on reinforcement factors, are learning programs that
apply learning theory proposed by Skinner.
2.3 The Description Of Learning Behaviorism Theory
The theory of behavioristic learning explains that learning is a
behavior change that can be observed, measured and assessed concretely.
Changes occur through stimuli (stimulus) that cause the relationship of
reactive behavior (response) based on mechanistic laws. Stimulus is the
learning environment of children who become the cause of learning while
the response is the result or the impact of physical reactions to the stimulus.
Learning means strengthening the bonds, associations, traits and trends of
S-R behavior (stimulus-response).
The character of the theory of learning behaviorism is the stimulus
and response. The learning process is more emphasis on the process of
giving stimulus (stimulus) and the response made. Stimulus is anything that
educators give to learners. While the response is a reaction or response of
students to the stimulus provided by educators.
2.4 The Impact Of Learning Behaviorism Theory
The impact of behaviorism learning theory is the provision of
stimulus to learners. This can be interpreted that learners are taught the
material as much as possible for them to understand because this theory
assumes learners do not know anything. Educators are very influential in
this process and the stimulus is provided through the habituation of
"lectures".

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 CHAPTER III
CLOSING

3.1 Conclution
From this paper, we can be concluded that:
1. The learning behaviorism theory is the occurrence of changes in
behavior it self as an interaction that occurs between the stimulus and
response.
2. The experts who contributed to his ideas on this theory were Thorndike,
Watson, Clark Hull, Edwin Guthrie and Skinner. Of all the theorists of
learning behaviorism, the most influential is Skinner. Skinner theory is
what brings the most influence on the development of learning theory.
3. The character of learning theory of behaviorism is stimulus and
response.
4. The impact of behaviorism learning theory is the provision of stimulus
to learners. This can be interpreted that learners are taught the material
as much as possible for them to understand because this theory assumes
learners do not know anything.
3.2 Suggestion
In making this paper, whether it is realized or not there are still many
shortcomings that must be improved in the completion of the writing of this
paper, therefore it is necessary for the reader to deepen the study of the topic
discussed, especially concerning the details of the subject matter of the
study. The reader is expected to link and compare this paper with relevant
literature in order to obtain perfect knowledge information.

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 LIBRARY
Hamzah, Uno. 2012. Assessment Pembelajaran. Jakarta: PT. Bumi Aksara.
Hamzah, Uno. 2006. Orientasi Baru dalam Psikologi Pembelajaran.
Jakarta: PT. Bumi Aksara.
http://eprints.uny.ac.id/8155/1/1%20-%2010702259018.pdf. (Retrieved
October 19th 2017 at 20.30)

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