Factors Affecting Learning Processes and Results
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In order for the function of educator as motivator, inspirator and facilitator can be well done, then educator need to understand factors that can influence process and result learn subject of learners. These factors are commonly grouped into two parts, each physiological factor and a psychological factor (Depdikbud, 1985: 11).
- Physiological Factors
These physiological factors include learning material factors, environmental factors, instrumental factors and individual conditions of the subject subject. Learning materials also determine how the process and learning outcomes to be achieved subject learn. Therefore, it is important for the educator to consider the suitability of learning materials with the level of ability of the students; also do gradation of learning materials from the simplest level to the more complex level.
Environmental factors, which include the natural environment and the social environment, also need attention. Learning in fresh natural conditions is always more effective than the opposite. Similarly, learning on a daily basis always gives better results than in the afternoon. Meanwhile, the social environment is frenzied, too crowded, also less conducive to the process and the achievement of optimal learning outcomes.
Equally important to understand is the instrumental factors, both classified as hardware (hardware) and software (software). Hardware such as learning capture, practicum tools, textbooks and so on are instrumental as a means of achieving learning goals. Therefore, educators must understand and be able to utilize these instrumental factors as optimal as possible for the effectiveness of achieving learning objectives.
Other physiological factors that affect the process and learning outcomes are the individual conditions of the subject itself. Included in this factor is physical fitness and sensory health. Subjects who are in poor physical condition will not have adequate readiness to initiate learning action.
- Psychological Factors
Psychological factors that affect the learning process and outcomes are numerous, and each can not be discussed separately.
Individual behavior, including learning behavior, is the totality of comprehension and activity that is born as the ultimate outcome of the interplay between various symptoms, such as attention, observation, memory, thought and motive.
2.1. Attention
Certainly it is acceptable that subjects who give intensive attention in learning will reap better results. Intensive attention is characterized by the amount of awareness that accompanies learning activities. The intensive attention of the subject can be exploited in such a way through certain learning strategies, such as providing learning materials that match the needs of the learners, presenting learning materials with varied and creative techniques, such as role playing, debate and so on.
Learning strategies such as these can also attract spontaneous attention from students. Spontaneous attention is intended to be an unintentional, natural concern arising from instinctive impulses to know something, such as the tendency to know what is going on behind the commotion beside the house, and so on. Some psychological research results suggest that spontaneous attention tends to produce longer and more intensive memory than deliberate attention
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