VIEWS ISLAM ON BEHAVIORISM

VIEWS ISLAM ON BEHAVIORISM
                                                  Oleh: ASEP YUSUP ZAENI,S.Ag.
NIM : 14114310029
      A. introduction

      In education, a teacher must be able to master the methodology for the teaching program can be achieved, if a teacher is still sticking with experience in teaching is traditionally the reasons already has Wiyata bhakti decades and has been successfully educating their students achieve their goals, this is certainly not in accordance with the laws, because the Prophet received a revelation but, by God through the Angel Gabriel in the evaluation of each otentikan Ramadlan to the Koran, and even commissioned his friend to write the Koran and the Hadith to be maintained from time to time. It means that the teacher was not a preacher, a preacher when one of his sermons tasks so there is a figure of speech in a style of irony (sarcasm is fine) but the spectacle rather than guidance. Feel quite satisfied already in communicating the message to the community there is a sign of good free evaluation test, middle test and post test, or else no repeat of mid-term evaluations (mid semester) and the semester with a target on the minimal completeness criteria so that when the students get the contained in the book of education reports (report cards) feel motivated to maintain and improve its performance from semester to the semester until graduation.
PANDANGAN ISLAM TENTANG BEHAVIORISME
A.    Pengantar
Dalam dunia pendidikan, seorang guru harus dapat menguasai metodologi agar program pengajaran  dapat tercapai, jika seorang guru masih bertahan dengan pengalaman dalam mengajar secara tradisonal dengan alasan sudah memiliki wiyata bhakti puluhan tahun dan telah berhasil mendidik anak didik meraih cita-cita, tentu lah hal ini tidak sesuai dengan sunnatullah, dikarenakan Rosul selain menerima wahyu, oleh Allah melalui Malaikat Jibril di evaluasi setiap Ramadlan ke otentikan al-Qur’an, bahkan menugaskan para sahabat untuk menulis al-Qur’an dan Hadits agar terpelihara dari masa ke masa. Artinya bahwa guru itu bukan da’i, bila da’i salah satu tugas nya tabligh sehingga ada sebuah majas dengan gaya bahasa ironi (sindiran secara halus) bukan tuntunan akan tetapi tontonan. Merasa cukup puas telah menyampaikan risalah kepada ummat tanda ada evaluasi baik free test, middle test dan post test atau pun juga tanpa ada evaluasi baik ulangan tengah semester (mid semester) dan ulangan semester dengan target di atas kriteria ketuntasan minimal sehingga ketika peserta didik mendapatkan nilai yang terdapat dalam buku laporan pendidikan (raport) merasa terpacu untuk dapat mempertahankan dan meningkatkan prestasi nya dari semester ke semester sampai dengan lulus.

      In a world with a rating scale infotaintmen largest advertising and doubled profit is not a problem, which becomes a problem when a preacher's performance have started to decline peminatnhya, then sought other alternatives, while a teacher must master the three pillars, namely, reading, teaching and writing ! Provision to achieve the three pillars that are biased by self-taught actually achieved, as mufassirin, muhadditsin, and fuqoha has produced the greatest works of all time, but now this phase of the decline of Islam, Muslims who had been asleep too long should be encouraged by education level for most do not want to make the paper as to which is assigned by teachers and lecturers.

Dalam dunia infotaintmen dengan skala rating iklan terbanyak dan meraih keuntungan berlipat bukan sebuah masalah, yang menjadi masalah saat performa da’I itu sudah mulai menurun peminatnhya, maka dicarilah alternative lain, sedangkan seorang guru harus menguasai tiga pilar, yaitu ; membaca, mengajar dan menulis! Bekal untuk mencapai ke tiga pilar itu secara otodidak sebetulnya bias saja diraih, seperti mufassirin, muhadditsin, dan fuqoha telah menghasilkan karya terbesar sepanjang masa, namun fase kemunduran Islam sekarang ini, ummat Islam yang telah lama ter tidur pulas mesti didorong dengan jenjang pendidikan agar paling tidak mau membuat makalah sebagai mana yang ditugaskan oleh guru maupun dosen. 
B.    Suitability of learning theory Behavioristic da Islam

Behavioristic learning theory is a theory coined by Gage and Berliner about changes in behavior as a result of experience.
This theory is then developed into a psychological effect on the flow direction of the development of theory and practice of education and learning, known as flow Behavioristic. This emphasis on the formation of the flow behavior appears to be a result of learning.
Behavioristic theory with stimulus-response relationship mode, put the learner as a passive individual. Response or a specific behavior by using the method of training or conditioning alone. The emergence of certain behaviors by using the method of training or conditioning alone. The emergence of the more powerful perlaku when given reinforcement and will disappear when subjected to punishment.






B.    Kesesuaian Islam dan teori belajar Behavioristik
Teori belajar behavioristik adalah sebuah teori yang dicetuskan oleh Gage dan Berliner tentang perubahan tingkah laku sebagai hasil dari pengalaman.
Teori ini lalu berkembang menjadi aliran psikologi yang berpengaruh terhadap arah pengembangan teori dan praktik pendidikan dan pembelajaran yang dikenal sebagai aliran behavioristik. Aliran ini menekankan pada terbentuknya perilaku yang tampak sebagai hasil belajar.
Teori behavioristik dengan mode hubungan stimulus-responnya, mendudukkan orang yang belajar sebagai individu yang pasif. Respon atau perilaku tertentu dengan menggunakan metode pelatihan atau pembiasaan semata. Munculnya perilaku tertentu dengan menggunakan metode pelatihan atau pembiasaan semata. Munculnya perlaku akan semakin kuat bila diberikan penguatan dan akan menghilang bila dikenai hukuman.
     Learning is the result of the interaction between stimulus and response (Slavin, 2000: 143). A person is considered to have learned something if he can show changes in behavior. According to this theory in learning what is important is that a stimulus input and out put in the form of response. Stimulus is what the teacher to students, whereas the response in the form of a reaction or response to the stimulus that the learner is given by the teacher. Gives priority to the measurement theory, because the measurement is an important thing to see happen or whether the changes in behavior. Another factor considered important by the flow factor Behavioristic is strengthening (reinforcement). If the reinforcement is added (positive reinforcement), the response will be stronger. Similarly, if the response is reduced / eliminated (negative reinforcement), the response is also getting stronger.

Belajar merupakan akibat adanya interaksi antara stimulus dan respon (Slavin, 2000: 143). Seseorang dianggap telah belajar sesuatu jika dia dapat menunjukkan perubahan perilakunya. Menurut teori ini dalam belajar yang penting adalah input yang berupa stimulus dan out put yang berupa respon. Stimulus adalah apa saja yang diberikan guru kepada peserta didik, sedangkan respon berupa reaksi atau tanggapan peserta didik terhadap stimulus yang diberikan oleh guru tersebut. Teori ini mengutamakan pengukuran, sebab pengukuran merupakan suatu hal penting untuk melihat terjadi atau tidaknya perubahan tingkah laku tersebut. Faktor lain yang dianggap penting oleh aliran behavioristik adalah factor penguatan (reinforcement). Bila penguatan ditambahkan (positive reinforcement) maka respon akan semakin kuat. Begitu pula bila respon dikurangi/dihilangkan (negative reinforcement) maka respon juga semakin kuat.

As an example in the learning process, when the teacher assigned to understand, memorize and learn the translation and interpretation of the letter al-Ikhlas then forbade his students to go to a quack for achievement, then teachers are certainly not going to the Shaman to gain wealth.
Allah SWT says in the Qur'an:
Sebagai sebuah contoh dalam proses pembelajaran, ketika guru menugaskan untuk memahami, menghafal dan mempelajari terjemah serta tafsir surat al-Ikhlas kemudian melarang siswa nya untuk pergi ke Dukun agar meraih prestasi, maka guru pun tentu jangan pergi ke Dukun untuk meraih kekayaan.

Firman Allah SWT dalam al-Qur’an :
وَإِذْ قَالَ لُقْمَانُ لِابْنِهِ وَهُوَ يَعِظُهُ يَا بُنَيَّ لَا تُشْرِكْ بِاللَّهِ إِنَّ الشِّرْكَ لَظُلْمٌ عَظِيمٌ
meaning:
"And (remember) when Luqman said to his son, when he gave a lesson to him," O my son! Do not be to Allah, allying the real (God) is a great kedzliman ". (Luqman, 31: 13).

Artinya :
“Dan (ingatlah) ketika Luqman berkata kepada anaknya,  ketika dia memberikan pelajaran kepadanya,”Wahai anakku! Janganlah engkau mempersekutukan Allah, sesungguhnya mempersekutukan (Allah) adalah kedzliman yang besar”. (Luqman, 31 : 13).
C.    Types of Flow Behavioristic

Behavioristic flow figures include Thorndike, Watson, Clark Hull, Edwin Guthrie, and Skinner. The following will discuss the work - the work of leaders and Behavioristic flow analysis and its role in learning.


C.    Macam-macam Aliran Behavioristik
Tokoh-tokoh aliran behavioristik di antaranya adalah Thorndike, Watson, Clark Hull,Edwin Guthrie, dan Skinner. Berikut ini akan dibahas karya – karya para tokoh aliran behavioristik dan analisis serta peranannya dalam pembalajaran.

Learning Theory According to Thorndike

According to Thorndike, learning is a process of interaction between stimulus and response. Stimulus is what stimulates the learning activities such as thoughts, feelings, or anything else that can be captured through sensing devices. While the response is a reaction that is raised when the students learn, which can also be thought, feeling, or movement / action. So the change in behavior due to learning can be either concrete, which can be observed, or concrete that is not observable. Although behaviorism is prioritizing the flow measurements, but can not explain how to measure behavior that can not be observed. Thorndike's theory is also called the theory of connectionism (Slavin, 200).



Teori Belajar Menurut Thorndike
Menurut Thorndike, belajar adalah proses interaksi antara stimulus dan respon. Stimulus adalah apa yang merangsang terjadinya kegiatan belajar seperti pikiran, perasaan, atau hal-hal lain yang dapat ditangkap melalui alat indera. Sedangkan respon adalah reaksi yang dimunculkan peserta didik ketika belajar, yang dapat pula berupa pikiran, perasaan, atau gerakan/tindakan. Jadi perubahan tingkah laku akibat kegiatan belajar dapat berwujud konkrit, yaitu dapat diamati, atau tidak konkrit yaitu tidak dapat diamati. Meskipun aliran behaviorisme sangat mengutamakan pengukuran, tetapi tidak dapat menjelaskan bagaimana cara mengukur tingkah laku yang tidak dapat diamati. Teori thorndike ini disebut pula dengan teori koneksionisme (Slavin,200).
There are three major laws of learning by Thorndike namely (1) the legal effect, (2) the law practice, and (3) law of readiness (Bell, Gredler, 1991). The third law explains how certain things can amplify the response.

About changes in behavior due to learning activities, especially the intangible concrete can be observed, Islam explains the science of hadith according to its understanding; tasydid halqi bil, bil ikraru oral wal, wal arkanu arkan bil, meaning the science without charity would be futile, because not enough only with reasonable intelligence and emotional intelligence alone but also the more important is the evidence.

Allah SWT says in the Qur'an:

Ada tiga hukum belajar yang utama menurut Thorndike yakni (1) hukum efek; (2) hukum latihan dan (3) hukum kesiapan (Bell, Gredler, 1991). Ketiga hukum ini menjelaskan bagaimana hal-hal tertentu dapat memperkuat respon.
Tentang perubahan tingkah laku akibat kegiatan belajar berwujud konkrit terutama yang dapat diamati, Islam menjelaskan dalam ilmu hadits sesuai dengan pengertiannya; tasydid bil halqi, wal ikraru bil lisan, wal arkanu bil arkan, maksudnya ilmu tanpa amal akan sia-sia belaka, karena tidak cukup hanya dengan kecerdasan akal dan kecerdasan emosional semata akan tetapi juga yang lebih penting adalah bukti nyata.
Firman Allah SWT dalam al-Qur’an :

وَلَئِنْ سَأَلْتَهُمْ مَنْ نَزَّلَ مِنَ السَّمَاءِ مَاءً فَأَحْيَا بِهِ الْأَرْضَ مِنْ بَعْدِ مَوْتِهَا لَيَقُولُنَّ اللَّهُ قُلِ الْحَمْدُ لِلَّهِ بَلْ أَكْثَرُهُمْ لَا يَعْقِلُون
It means: "And if thou ask them: Who sends down rain from the sky and turn on the water the earth after its death? They will certainly say: Allah. Say: Praise be to Allah, but most of them do not understand it ". (al-Ankabut, 29:69).

Artinya : “Dan sesungguhnya jika kamu menanyakan kepada mereka: Siapakah yang menurunkan air dari langit lalu menghidupkan dengan air itu bumi sesudah matinya? Tentu mereka akan menjawab: Allah. Katakanlah: Segala puji bagi Allah, tetapi kebanyakan mereka tidak memahaminya”. (al-Ankabut,29:69).
Learning Theory According to Watson

Watson defines learning as a process of interaction between stimulus and response, but the stimulus and the response in question must be observed (observable) and can be measured. So even though he acknowledged the existence of mental changes in a person during the learning process, but he regarded it as a factor that does not need to be taken into account because it can not be observed. Watson is a pure behaviorist, because his study of learning comparable to other sciences such as physics or biology are highly oriented towards empirical experience alone, that is the extent to which it can be observed and measured.

Understanding one's own religious classification is as follows: muqollid, muttabi and mujtahid. That certainly can be observed and measured, for example, if a lot of people praying with intent tarawih get basic food rations it means Islam abangan / munafiqin, then a Muslim to carry out the pillars of Islam and Iman with perfect harmony under the guidance of the Qur'an and the Sunnah of Prophet ustdz taught by one of those believers, then when we come to know through the work of monumental books of classic and contemporary thinkers such as Ibn Maskawaih, Ibn Sina, Imam Shafii, Imam Maliki and so obviously they can be measured as the Mujtahid of Paradise.

Allah SWT says in the Qur'an:

Teori Belajar Menurut Watson
Watson mendefinisikan belajar sebagai proses interaksi antara stimulus dan respon, namun stimulus dan respon yang dimaksud harus dapat diamati (observable) dan dapat diukur. Jadi walaupun dia mengakui adanya perubahan-perubahan mental dalam diri seseorang selama proses belajar, namun dia menganggap faktor sebagai hal yang tidak perlu diperhitungkan karena tidak dapat diamati. Watson adalah seorang behavioris murni, karena kajiannya tentang belajar disejajarkan dengan ilmu-ilmu lain seperti Fisika atau biologi yang sangat berorientasi pada pengalaman empirik semata, yaitu sejauh mana dapat diamati dan diukur.
Pemahaman keagamaan yang dimiliki oleh seseorang klasifikasinya adalah sebagai berikut : muqollid, muttabi dan mujtahid. Hal itu tentu saja dapat diamati dan diukur, contohnya jika banyak orang melaksanakan sholat tarawih dengan maksud mendapat jatah sembako itu berarti Islam abangan/munafiqin, kemudian seorang muslim yang melaksanakan rukun Islam dan rukun Iman dengan sempurna berdasarkan tuntunan al-Qur’an dan Sunnah rosul yang diajarkan oleh ustdz termasuk golongan mukminin kemudian bila kita mengenal lewat karya monumental kitab-kitab klasik dan pemikir kontemporer seperti Ibnu Maskawaih, Ibnu sina, Imam Syafi’i, Imam maliki dan lain sebagainya jelas mereka dapat kita ukur sebagai ahli surga kelompok Mujtahid.
Firman Allah SWT dalam al-Qur’an :
إِنَّمَا الْمُؤْمِنُونَ الَّذِينَ إِذَا ذُكِرَ اللَّهُ وَجِلَتْ قُلُوبُهُمْ وَإِذَا تُلِيَتْ عَلَيْهِمْ آَيَاتُهُ زَادَتْهُمْ إِيمَانًا وَعَلَى رَبِّهِمْ يَتَوَكَّلُونَ (2) الَّذِينَ يُقِيمُونَ الصَّلَاةَ وَمِمَّا رَزَقْنَاهُمْ يُنْفِقُونَ (3) أُولَئِكَ هُمُ الْمُؤْمِنُونَ حَقًّا لَهُمْ دَرَجَاتٌ عِنْدَ رَبِّهِمْ وَمَغْفِرَةٌ وَرِزْقٌ كَرِيمٌ (4)
It means: "Verily those who believe it is that when they called the name of Allah, bergetarlah their hearts, and when read to them His verses, increaseth their faith (therefore) and to his Lord their sole trust. (Namely) those who establish prayer and spend out party of Rizki that we provide to them. Those are the people who believe in good faith. They will get some elevation on the side of his Lord, and forgiveness, and good luck (blessing) is noble ". (Al-Anfal,8:2-4).

Artinya : “Sesungguhnya orang-orang yang beriman itu adalah mereka yang apabila disebut nama Allah, bergetarlah hati mereka dan apabila dibacakan kepada mereka ayat-ayat-Nya, bertambahlah iman mereka (karenanya) dan kepada Rabbnya mereka bertawakkal. (Yaitu) orang-orang yang mendirikan shalat dan yang menafkahkan sebahagian dari Rizki yang kami berikan kepada mereka. Itulah orang-orang yang beriman dengan sebenar-benarnya. Mereka akan memperoleh beberapa derajat ketinggian di sisi Rabbnya dan ampunan serta rizki (nikmat) yang mulia”. (Al-Anfal,8:2-4).


According to Clark Hull Learning Theory

Clark Hull also uses a variable relationship between stimulus and response to explain the sense of learning. But strongly influenced by Charles Darwin's theory of evolution. For Hull, as it was the theory of evolution, all the functions of behavior is beneficial especially to keep the organism to survive. Therefore, Hull said the biological needs (drive) and the satisfaction of biological needs (drive reduction) is important and occupies a central position in all human activities, so the stimulus (stimulus impulse) in the study were almost always associated with a biological necessity, although the response will appear may be able to tangible things. Reinforcement of behavior are also included in this theory, but also associated with biological conditions (Bell, Gredler, 1991).
In the view of Islam, the struggle for life (to survive) or in the economic outlook there is a need of primary, secondary, tertiary and luxury, is directed to worship listed in the Qur’an letter

قُلْ إِنَّ صَلَاتِي وَنُسُكِي وَمَحْيَايَ وَمَمَاتِي لِلَّهِ رَبِّ الْعَالَمِينَ (162)     لَا شَرِيكَ لَهُ وَبِذَلِكَ أُمِرْتُ وَأَنَا أَوَّلُ الْمُسْلِمِينَ (163)

Translation: Say: "Verily my prayers, devotions, my life and my death are for Allah, Lord of the universe style. No partner unto Him and so that was commanded, and I was the first to surrender (to God) ". (Al-An `,6:162-163).

Artinya : Katakanlah: “Sesungguhnya shalatku, ibadahku, hidupku dan matiku hanyalah untuk Allah, Rabb semesta ala. Tiada sekutu bagi-Nya dan demikian itulah yang diperintahkan kepadaku dan aku adalah orang yang pertama-tama menyerahkan diri (kepada Allah)”. (Al-An’am,6:162-163).
According to Edwin Guthrie Learning Theory

Guthrie learned that the main principle is the law kontiguiti. Ie the combined stimuli with a movement, at that time will likely arise again followed by the same movement (Bell, Gredler, 1991). Guthrie also uses veriable stimulus and response relationship to explain the process of learning. Learning occurs because the last movement is performed while changing the stimulus situation there is no other response that may occur. Reinforcement learning outcomes as opposed to just protect the new road to avoid losing them to prevent the acquisition of new responses. The relationship between stimulus and response is temporary, because the learning activities of students need as much as possible given the stimulus and the response is temporary, because the learning activities students need frequent preserta given stimulus (punishment) plays an important role in the learning process. Disciplinary action taken at the right time will be able to change one's behavior.
The main suggestion of this theory is that the teacher should be able to associate a stimulus response appropriately. Learners should be guided to do what must be learned. In managing the classroom teacher should not give the task that may be overlooked by the children (Bell, Gredler, 1991).

Regarding the obligation of students to be able to carry out tasks assigned by the teacher of Islam teaches us:
قُلْ إِنَّمَا أَنَا بَشَرٌ مِثْلُكُمْ يُوحَى إِلَيَّ أَنَّمَا إِلَهُكُمْ إِلَهٌ وَاحِدٌ فَمَنْ كَانَ يَرْجُو لِقَاءَ رَبِّهِ فَلْيَعْمَلْ عَمَلًا صَالِحًا وَلَا يُشْرِكْ بِعِبَادَةِ رَبِّهِ أَحَدًا (110)
Meaning: Say (Muhammad), "Behold, I am just a human like you, who have received a revelation, that the Lord is God Almighty." If anyone mengaharap encounter with God then let him work righteousness and let not him allying with any thing in the worship of his Lord.

According to Skinner's Learning Theory

According to Skinner the relationship between stimulus and response that occurs through interaction with its environment, which then cause changes in behavior, it is not as simple as that put forward by the previous figures. According to the response received by a person not that simple, because the stimuli provided will interact and the interaction between the stimulus that will affect the resulting response. The response provided does have consequences. Consequences that will affect this konsuekensi menculnya behavior (Slavin, 2000). Therefore, in understanding a person's behavior should correctly understand the relationship between one stimulus to another, and understand concepts that might be raised and the consequences that might arise from such a response. Skinner also noted that by using mental changes as a tool to explain the behavior will only add to the complexity of the problem. For each of the tools used to explain again, and so on.
About human relationships Allah says

وَمِنَ النَّاسِ مَنْ يَتَّخِذُ مِنْ دُونِ اللَّهِ أَنْدَادًا يُحِبُّونَهُمْ كَحُبِّ اللَّهِ وَالَّذِينَ آَمَنُوا أَشَدُّ حُبًّا لِلَّهِ وَلَوْ يَرَى الَّذِينَ ظَلَمُوا إِذْ يَرَوْنَ الْعَذَابَ أَنَّ الْقُوَّةَ لِلَّهِ جَمِيعًا وَأَنَّ اللَّهَ شَدِيدُ الْعَذَاب
It means: "And among mankind is he who worshiped gods other than Allah as a rival, who they love as God loves. As for those who believe very much love to God. Had those who do evil had but see, when they see the Penalty (on the day), that power belongs to God and all that Allah is severe punishment of him (they would regret it). "(Al-Baqarah, 2:165).


Artinya : “Dan diantara manusia ada orang yang menyembah tuhan selain Allah sebagai tandingan, yang mereka cintai seperti mencintai Allah. Adapun orang-orang yang beriman sangat besar cintanya kepada Allah. Sekiranya orang yang berbuat zalim itu melihat, ketika mereka melihat azab (pada hari kiamat), bahwa kekuatan itu semuanya itu milik Allah dan bahwa Allah sangat berat azab-Nya (niscaya mereka menyesal)”.(Al-Baqarah,2:165)
conclusion

1.Theory of learning in Islam known akhlaqul Behavioristic Karimah
2. According to Thorndike, learning is a process of interaction between stimulus and
    response. So the change in behavior due to learning can be either concrete, which can
    be observed, or concrete that is not observable. prioritizes the flow measurement 
    behaviorism.
3. Watson defines learning as a process of interaction between stimulus and response, but
    the stimulus and the response in question must be observed (observable) and can be 
    measured.
4. Clark Hull also uses a variable relationship between stimulus and response to explain
    the sense of learning. But strongly influenced by Charles Darwin's theory of evolution.
    For Hull, as it was the theory of evolution, all the functions of behavior is beneficial
    especially to keep the organism to survive
5. Guthrie learned that the main principle is the law kontiguiti. Ie the combined stimuli
    with a movement, at that time will likely arise again followed by the same movement
6. According to Skinner the relationship between stimulus and response that occurs
    through interaction with its environment, which then cause changes in behavior, it is
    not as simple as that put forward by the previous figures. According to the response
    received by a person not that simple, because the stimuli provided will interact and the
    interaction between the stimulus that will affect the resulting response. The response 
    provided does have consequences.

Kesimpulan

1.    Teori belajar behavioristik dalam Islam dikenal akhlaqul Karimah
2.    Menurut Thorndike, belajar adalah proses interaksi antara stimulus dan respon. Jadi perubahan tingkah laku akibat kegiatan belajar dapat berwujud konkrit, yaitu dapat diamati, atau tidak konkrit yaitu tidak dapat diamati.  aliran behaviorisme sangat mengutamakan pengukuran.
3.    Watson mendefinisikan belajar sebagai proses interaksi antara stimulus dan respon, namun stimulus dan respon yang dimaksud harus dapat diamati (observable) dan dapat diukur.
4.    Clark Hull juga menggunakan variable hubungan antara stimulus dan respon untuk menjelaskan pengertian belajar. Namun sangat terpengaruh oleh teori evolusi Charles Darwin. Bagi Hull, seperti hal nya teori evolusi, semua fungsi tingkah laku bermanfaat terutama untuk menjaga agar organisme tetap bertahan hidup
5.    Azas belajar Guthrie yang utama adalah hukum kontiguiti. Yaitu gabungan stimulus-stimulus yang disertai suatu gerakan, pada waktu timbul kembali cenderung akan diikuti oleh gerakan yang sama
6.    Menurut Skinner hubungan antara stimulus dan respon yang terjadi melalui interaksi dengan lingkungannya, yang kemudian menimbulkan perubahan tingkah laku, tidaklah sesederhana itu yang dikemukakan oleh tokoh-tokoh sebelumnya. Menurutnya respon yang diterima seseorang tidak sesederhana itu, karena stimulus-stimulus yang diberikan akan saling berinteraksi dan interaksi antar stimulus itu akan memengaruhi respon yang dihasilkan. Respon yang diberikan ini memiliki konsekuensi-konsekuensi.

exercise:
A. How to learn the law by Thorrndike?
2. What does the study by Watson?
3. What does the study by Clark Hull?
4. What is the law kontiguiti according to Guthrie?
5. How the relationship between stimulus and response according to Skinner?


Latihan:
1.    Ada berapa hukum belajar menurut Thorrndike?
2.    Apa arti belajar menurut Watson?
3.    Apa arti belajar menurut Clark Hull?
4.    Apa yang dimaksud hukum kontiguiti menurut Guthrie?
5.    Bagaimana hubungan antara Stimulus dan Respon menurut Skinner?
answer:
1. There are three major laws of learning by Thorndike namely (1) the legal effect, (2)
     legal practice and (3) law of readiness (Bell, Gredler, 1991). The third law explains 
     how certain things can amplify the response.
2. Watson defines learning as a process of interaction between stimulus and response, but
     the stimulus and the response in question must be observed (observable) and can be
     measured.
3. Clark Hull also uses a variable relationship between stimulus and response to explain
    the sense of learning. But strongly influenced by Charles Darwin's theory of evolution
    For Hull, as it was the theory of evolution, all the functions of behavior is beneficial 
    especially to keep the organism to survive
4. Ie the combined stimuli with a movement, at that time will likely arise again followed
    by the same movement
5. According to Skinner the relationship between stimulus and response that occurs
    through interaction with its environment, which then cause changes in behavior, it is
    not as simple as that put forward by the previous figures. According to the response
    received by a person not that simple, because the stimuli provided will interact and the
    interaction between the stimulus that will affect the resulting response. The response
    provided does have consequences.

Jawaban :
1.    Ada tiga hukum belajar yang utama menurut Thorndike yakni (1) hukum efek; (2)
hukum latihan dan (3) hukum kesiapan (Bell, Gredler, 1991). Ketiga hukum ini menjelaskan bagaimana hal-hal tertentu dapat memperkuat respon.
2.    Watson mendefinisikan belajar sebagai proses interaksi antara stimulus dan respon, namun stimulus dan respon yang dimaksud harus dapat diamati (observable) dan dapat diukur.
3.    Clark Hull juga menggunakan variable hubungan antara stimulus dan respon untuk menjelaskan pengertian belajar. Namun sangat terpengaruh oleh teori evolusi Charles Darwin. Bagi Hull, seperti hal nya teori evolusi, semua fungsi tingkah laku bermanfaat terutama untuk menjaga agar organisme tetap bertahan hidup
4.    Yaitu gabungan stimulus-stimulus yang disertai suatu gerakan, pada waktu timbul kembali cenderung akan diikuti oleh gerakan yang sama
5.    Menurut Skinner hubungan antara stimulus dan respon yang terjadi melalui interaksi dengan lingkungannya, yang kemudian menimbulkan perubahan tingkah laku, tidaklah sesederhana itu yang dikemukakan oleh tokoh-tokoh sebelumnya. Menurutnya respon yang diterima seseorang tidak sesederhana itu, karena stimulus-stimulus yang diberikan akan saling berinteraksi dan interaksi antar stimulus itu akan memengaruhi respon yang dihasilkan. Respon yang diberikan ini memiliki konsekuensi-konsekuensi.