BASIC HUMAN NEED II

“The Concept of Learning”

Created by :

1. Richardia Ayu Christy Ardianti (P1337420618045)

2. Mutya Era Zora (P1337420618053)
3. Rio Gita Rahma Putra (P1337420618058)
4. Sinatria Krisdayanto (P1337420618059)
5. Sinta Widhi Kurniawati (P1337420618063)
6. Dian Noviantika (P1337420618082)

UNDERGRADUATE NURSING APPLIED SCIENCE

DEPARTMENT OF NURSING
HEALTH POLYTECHNIC OF SEMARANG
2019
 CHAPTER I
PRELIMINARY

Learning and learning are the main activities in the education process. National
education in Indonesia is defined as a conscious and planned effort to create a learning
atmosphere and learning process so that students actively develop their potential so that they
have religious spiritual strength, self-control, personality, intelligence, noble character, and
skills needed for self students themselves and for society, nation, and country.

Learning and learning is a complex process by uniting components that have their
own characteristics that are integrated, interrelated and influencing to achieve the expected
goals or competencies. The components of learning in question include objectives, material,
methods, media, and sources, evaluations, students, teachers, and the environment.

Learning and learning are planned activities to achieve certain goals that are
characterized by the involvement of a number of components that are interrelated with each
other. The components of learning and learning in question are called learning devices that
are based on the implementation of learning plans, learning tools that capture methods,
media, and learning resources, as well as evaluation tools, both in the form of tests and non-
questions. Learning and learning, both as a process and as a system, have received attention
from experts with different perspectives in accordance with their respective fields of
expertise, resulting in diverse learning and learning concepts and theories.
 CHAPTER II
DISCUSSION

LEARNING CONCEPT
A. Definition of Learning
Cronbach (1954) stated "Learning is seen by behavior change as a result of
experience". According to Spears, learning experiences can be obtained by using senses;
"Learning is observing, reading, imitating, trying something yourself, and following
direction".
Robert, M. Gagne in his book The Conditioning of Learning suggests that learning
is a change that occurs in human abilities after continuous learning, not only due to
growth. Gagne believes, that learning is influenced by factors from outside themselves
and factors from within themselves and both interact with each other. In the psychological
theory of Gagne's learning concept, these two factors are called the fusion of the flow of
behaviorism and instrumentalism. Lester D. Crow and Alice Crow stated "Learning is an
effort to acquire habits, knowledge, and attitude".
According to Hudgins C. (1982), traditionally, learning can be defined as a change
in behavior, which results in experience. Jung (1968) defines that learning is a process
when the behavior of an organism is modified by experience.
From the above definitions, it can be concluded that learning is a whole series of
activities or activities carried out consciously by a person and results in changes in him in
the form of increasing knowledge or proficiency based on his sense tools and experience.

B. Learning Objectives
The goal is a change in positive behavior of students, such as changes that
psychologically will appear in behavior (overt behavior) that can be observed through the
senses by other people both speech, motoric, and lifestyle.
Thus, if after learning there is no positive change in behavior in students, that is,
students do not have the skills and knowledge insight that increases, meaning the learning
goals are not met.

C. Factors Affecting learning

The following are the factors that influence learning, including:
1. Internal factors
 Is a factor that exists in students, namely the physical and spiritual condition of
students
2. External Factors
Is a factor that exists outside of students, namely the environmental conditions around
students
3. Learning Approach Factors
That is the type of learning efforts of students which includes strategies and methods
used by students to conduct learning activities in teaching materials

D. Characteristics of Learning
1. Abstract Learning
Abstract learning is learning that uses abstract ways of thinking to gain
understanding and solving problems that are not real. The type of abstract learning
focuses on the role of reason and mastery of principles, concepts, and generalizations
to obtain understanding and problem solving (problem solving) in learning things that
are abstract.
Included in principle are the application of arguments, laws, or formulas, and
concepts include definition, identification, classification, and and special
characteristics, while generalization is to draw representative conclusions and apply
generally to the observed facts.
2. Learning Skills
Learning this type is learning by using motor movements, which are related to
the nerves and muscles (neuromuscular) which aims to acquire and master certain
physical skills. Including learning in this type are sports, music, dancing, painting,
repairing electronic objects, and some religious learning materials such as prayer and
pilgrimage.
3. Social Learning
Social learning is basically learning to understand problems and techniques for
solving social problems. The aim is to master understanding and skills in solving
social problems, such as family problems, friendship problems, group problems, and
other social issues.
Learning in this type is intended to regulate the impulses of personal desires for
the common interest and provide opportunities for other people or other groups to
meet their needs in a balanced and proportionate manner.
 4. Learning Problem Solving
Learning problem solving is basically learning to use scientific methods or
thinking systematically, logically, regularly, and thoroughly to gain cognitive abilities
and skills in solving problems in a rational, straightforward, and complete manner.
Learning problem solving requires the ability to master concepts, principles,
generalizations, and insight.
5. Rational Learning
Rational learning is closely related to learning problem solving, namely using the
ability to think logically and rationally in order to have the ability to solve problems
using common sense, logical, and systematic considerations and strategies.
6. Habit Learning
Learning habits is defined as the process of forming new habits or improving
existing habits. The purpose of this type of learning is to obtain attitudes and habits of
new actions that are more precise and positive in harmony with the needs of space and
time (contextual).
7. Learning Appreciation
Learning appreciation is learning to consider the importance or value of an
object. The goal is for students to acquire and develop affective skills as the ability to
properly appreciate the value of objects.
8. Learning Knowledge
Learning knowledge is learning by conducting in-depth investigations of certain
knowledge objects that aim to add information and understanding of certain
knowledge which is usually more complicated and requires specific tips in studying it,
such as using laboratory tools and field research.

E. The Role of Learning

Learning and learning are the main activities in the education process. National
education in Indonesia is defined as a conscious and planned effort to create a learning
atmosphere and learning process so that students actively develop their potential so that
they have religious spiritual strength, self-control, personality, intelligence, noble
character, and skills needed for self students themselves and for society, nation, and
country.
LEARNING CONCEPT
A. Definition of Learning
According to the Law of the Republic of Indonesia Number 20 of 2003 concerning
the National Education System that learning is the process of interaction between students
and educators and learning resources that take place in a learning environment. Learning
is seen nationally as an interaction process that involves the main components, namely
students, educators, and learning resources that take place in a learning environment.
Thus, the learning process is a system, which is a unit of each other that are mutually
related and interact with each other to achieve a result that is expected to be optimally in
accordance with the intended purpose.

B. Types of Theory
Learning is an effort of educators to realize the process of acquiring knowledge,
mastering skills, and forming attitudes and beliefs in students. So that in order to be able
to produce an effective learning process as expected, educators need to understand
learning theories that can be the basis for implementing learning. Among these theories
are:
1. Theory of Soul
Sciences Power Psychiatrists of Power Science put forward a theory that the human
soul has powers such as knowing power, memory, thinking power, fantasy power, and so
on. These forces are available strength. Humans only use all that power by training so that
their sharpness is felt when used for something.
To practice memory a person must do it by memorizing words or numbers, foreign
terms, and so on. With this effort, those forces can grow and develop in a person.
2. Gestalt Theory
Gestalt learning theory was born in Germany in 1912 which was pioneered and
developed by Max Wertheimer, followed by Koffka and Kohler, who held that the whole
was more important than parts, because the existence of the parts was preceded by the
whole.
In short, learning according to Gestalt Life Sciences that the factors of understanding
or insight are important factors in connecting knowledge and experience. Personal or
organism plays an important role in learning because learning is not only done in a
reactive-mechanistic way, but it is done consciously, motivated, and aims.
3. Association Theory
Learning theory according to the Association of Life Sciences is also called the
Sarbond theory, namely stimulus (stimulus), response (response), and bond (connected).
Stimulation was created to elicit responses and then be connected between the two and
the association's justice.
This theory has the principle that the whole actually consists of the sum of the parts
or elements. There are two very well-known theories of the association of the Soul
Sciences Association, namely: the theory of Connectionism from Thorndike and the
theory of Conditioning from Ivan P. Pavlov.
4. Theory of Connectionism
The theory of Connectionism was discovered and developed by Edward L.
Thorndike based on experiments he did by using animals, especially cats, to find out the
phenomenon of learning. A hungry cat is placed in an iron-barred cage equipped with
levers, door latches, and a rope that connects the lever with a latch. The equipment is
arranged in such a way that it allows the cat to get food at the front door. Based on the
results of his experiments, Thorndike concluded that learning is the relationship between
stimulus and response.
According to Thorndike, learning to process through trial and error (trial and error)
and law of effect means that all behaviors that result in a satisfying condition (match the
demands of the situation) will be remembered and studied as well as possible.
Connectionism Theory views organisms (also humans) as mechanisms that only
move or act if there are stimuli that affect them. The occurrence of automation in learning
is due to the existence of the law of effect. Because of the existence of the law of effect
there is a connection (connection) or association between behavior or reaction that can
come something result (effect).
5. Conditioning theory
This Conditioning Theory was pioneered by Pavlov, a reflexology psychologist from
Russia who used dogs in conducting experiments. A dog is put into a dark room which
only has one hole in front of the muzzle as a place to offer food or shine light during the
experiment. Thus, it can be seen whether or not saliva is released from the dog's snout
during the experiment.
In experiments carried out on the dog, Pavlov concluded that reflex movements can
be learned and can change because of training. There are two kinds of reflexes, namely
unconditioned reflex as dog saliva that comes out when seeing delicious food, and
conditional reflexes or conditioned reflexes like dog saliva that comes out because it
receives or reacts with a certain color of light or against a certain sound.
Adherents of the Conditioning theory view that all human behavior is nothing but the
result of conditioning, namely the results of exercises or habits reacting to certain stimuli
experienced in life.
 CHAPTER III
CONCLUSION
Learning as a psycho-physical activity that results in changes in knowledge, attitudes
and skills that are relatively constant, distinguished by abstract learning, learning skills, social
learning, problem solving learning, rational learning, habitual learning, appreciation learning,
and knowledge learning. This has received attention from experts in education and
psychology, which in principle view that the concept of learning always shows a process of
changing a person's behavior based on certain practices or dives.
Learning is an activity that processes through the stages of design, implementation,
and evaluation, interpreted as the interaction of students with educators and learning
resources in a learning environment. Therefore, the success of a learning process is
determined by the three components.
Some theories that can be used as the basis of learning concepts include the theory of
the Soul Science of Power which assumes that the human soul has powers such as knowing
power, power of memory, thinking power, fantasy power that can be functionally sharpened
for something by training all available power . The Gestalt Soul Science learning theory
views that the whole is more important than the parts, because the existence of the parts is
preceded by the whole. The Association of Life Sciences learning theory which is
distinguished by Connectionism learning theory considers that learning is the relationship
between stimulus and response, and Conditioning learning theory that views that all human
behavior is nothing but the result of exercises or habits reacting to certain stimulants
experienced in his life.
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H. Simamor, Roymond. 2008. Buku Ajar Pendidikan Keperawatan. Jakarta : Penerbit Buku
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Jurnal Konsep Belajar Dan Pembelajaran Oleh Muh. Sain Hanafy dari Fakultas Tarbiyah dan
Keguruan UIN Alauddin Makassar