MAKALAH

CYBERNETICS LEARNING

Arranged for Fulfilling the Tasks Subjects Development of Students Experienced by

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

Arranged by

Firdawati Thalib
NIM 411416009

GORONTALO STATE UNIVERSITY

FACULTY OF MATH AND SCIENCE
MATHEMATICS DEPARTMENT
STUDY PROGRAM OF EDUCATION MATH
OCTOBER 2017
 Foreword

Praise and thanksgiving to the presence of God Almighty, for the blessing and inclusion
of Him so that the Making of this paper can be completed properly and just in time, with the title
Cybernetics Learning. This paper was written to fulfill the task of the course of Development of
Learners that diampu by Mr. Prof. Dr. Hamzah B. Uno, M.Pd.

Acknowledgments to Mr. Prof. Dr. Hamzah B. Uno, M.Pd as a lecturer in the

Development of Learners, as well as those who have provided support in writing this paper.

This paper consists of three chapters. Chapter I is the introduction, the sub-section
consists of the background of the problem, the formulation of the problem and the purpose of
writing, then the second chapter of the discussion, sub-section consists of literature review, and
discussion, last chapter III cover, sub-part consists of conclusions.

Gorontalo, October 2017

Author
 CHAPTER 1
PRELIMINARY

1.1 Background
Cybernetic learning theory is a relatively new learning theory compared to the existing
learning theories, such as behavioristic learning theory, constructivist, humanistic, and
cognitive learning theory. It is as if this theory has in common with cognitive theory that is
concerned with the learning process rather than the learning outcomes. Learning process is
important in the theory of cybernetics, but more importantly is the processed information
system that will be studied students. How the learning process will take place, is largely
determined by the information system being studied.
Cybernetics is a form of the word absorption of the word 'Cybernetic' ie the control and
communication system that allows feedback or feedback. The word 'cybernetic' which we
then write with the word sibernetik comes from the Greek word meaning controller or pilot.
This field becomes a communication discipline that deals with controlling computer
machines. The term was first used by Louis Couffignal in 1958. Today the term cybernetics
evolves into everything related to the internet, artificial intelligence and computer networks.
The term 'cybernetics' was first popularized by Nobert Wiener, a scientist from the
Massachussets Institute of Technology (MIT), to describe artificial intelligence. The term
cybernetics is used to describe the way in which feedback (feedback) allows the ongoing
process of communication. 20 In line with this understanding, M.R. Abror defines:
"Cybernetics is a science that questions the principle of control and communication
applied in the functioning of multiple organisms or machines, in this case often synonymous
with feedback".
This theory develops in line with the development of technology and information science.
According to the theory of cybernetics, learning is the processing of information. Another
assumption of cybernetic theory is that there is no single learning process ideal for any
situation, and that is suitable for all students. Because the way of learning is determined by
the information system (delivery of material). An information may be learned by a student
with a single learning process, and the same information may be learned by other students
through different learning processes.
 Implementation of cybernetic theory in learning activities has been developed by several
figures, among them are information-oriented approaches developed by Robert Gagne, Gage
and Berliner, Biehler, Snowman, Baine, and Tennyson. Landa's conception in his approach
model called algorithmic and heuristic, Pask and Scott with wholesome or wholist type
distributions and serial or serialist types, or other information-oriented approaches also
includes the theory of cybernetics. Each will be briefly described in the next discussion.

1.2 Problem Formulation

Based on the above background, then the formulation of the problem in this paper are:
1. How The Definition of Sibernetic Learning Theory?
2. Who Suggests of Sibernetic Learning Theory?
3. What Description of Sibernetic Learning Theory?
4. What Are The Impact And Implementation Of Sibernetic Learning Theory In Education
In Class?

1.3 Purpose
Objectives to be achieved in making this paper are:
1. Explains The Definition of Sibernetic Learning Theory?
2. Knowing Suggests of Sibernetic Learning Theory?
3. Explains Description of Sibernetic Learning Theory?
4. Explains The Impact And Implementation Of Sibernetic Learning Theory In Education In
Class?
 CHAPTER II
DISCUSSION

2.1 The Definition of Sibernetic Learning Theory

According to Hamzah Uno (2006: 6) Cybernatic flow emphasizes the "information
system" being studied. The fourth type of learning theory, perhaps the most recent of all
known learning theories, is cybernetic theory. This theory develops in line with the
development of information science. According to this theory, learning is information
processing.
At first glance, this theory has in common with cognitive theory that emphasizes the
process. Process is important in the theory of cybernetics. However, even more important is
the information system being processed. This information will determine the process.
Another assumption of this cybernetic theory is that no single learning process is ideal for
any situation, suitable for all students. Therefore, an information may be learned by a student
with one kind of learning process, and the same information may be learned by other students
through different learning process. ( Hamzah Uno, 2006: 8).
According to Hamzah Uno (2006: 17) In a more practical form, this theory has been
developed for example by Landa (in the so-called Algorithmic and Heuristic approaches),
Pask and Scott (with wholist or serial type or serialist type distributions), or other processing
oriented approaches information.

2.2 Suggests of Sibernetic Learning Theory

1. Landa
Landa is one of the cybernetic psychologists. According to Landa, there are two kinds
of thought processes.
a) Algorithmic thinking process
That is the process of thinking linear, convergent, straight to one particular target.
b) Heuristic way of thinking
That is the way of thinking diverges, heading to several targets at once.
Learning process will work well if what will be studied it or problem to be solved (or
in more technical terms ie information systems to be studied).
Given the characteristics of one thing is more appropriate when presented in orderly
order, sequential, one other thing is more appropriate when presented in the form of
"open" and gives students the freedom to imagine in thinking. For example, for students
to be able to understand a mathematical formula, it may be more effective if the
 presentation of information about this formula is presented in an algorithmic way. The
reason is, a mathematical formula usually follows a sequential step-by-step sequence that
leads to a specific target. However, to understand the meaning of a broad concept and
have many interpretations (eg the concept of "bird"), it would be better if the students'
thinking process is guided in a "heuristic" direction, in the hope that their understanding
of the concept is not single, monotonous, dogmatic, and linear. Hamzah Uno (2006: 17).

2. Pask and Scott

Other experts who think cybernetics are Pask and Scott. The serialist approach
proposed by Pask and Scott is similar to the Algorithmic approach. However, Wholist is
not the same as Heuristic. Thorough way of thinking is thinking that tends to jump
forward, directly to the complete picture of an information system. Like looking at
paintings, not the details we first observed, but the whole painting at once, only then to
the smaller parts.
The information-oriented approach emphasizes things such as short term memory,
long term memory, and so on, which are related to what happens in our brains in
information processing. we see the influence of Neurobiological flow is felt here.
However, according to this theory of sibernitik, for the learning process to run as optimal
as possible, not only the workings of our brain that need to be understood, but also the
environment that influences the mechanism also needs to be known. Hamzah Uno (2006:
18).

2.3 Description of Sibernetic Learning Theory

(Hamzah Uno google scholar
https://journal.unnes.ac.id/nju/index.php/edukasi/article/view/961 : Akses, 20 Oktober 2017:
23:30) Cybernetic learning theory is a relatively new theory of learning compared to the
theories discussed earlier. According to this theory, learning is information processing. The
learning process is important in this theory, but more important is the processed information
system that students will learn. Another assumption is that no single learning process is ideal
for any situation, and that is suitable for all students. Because the way learning is determined
by the information system. Implementation of cybernetic theory in learning activities has
been developed by several figures with several theories, including:
1. Information processing theory In this theory, the components of information processing is
divided into three based on differences in function, capacity, form of information, and the
process of occurrence. The three components are:
a) Sensory Receptor (SR)
SR is the first cell where information is received from outside.
b) Working Memory (WM)
WM is assumed to be able to capture information that is given attention by
individuals. WM Characteristics are:
1) Has limited capacity, less than 7 slots. Information obtained can only last about
15 seconds if there is no repetition effort (rehearsal).
2) Information can be encoded in a different form from the original stimulus either
in verbal, visua, or semantic form, which is influenced by the role of the control
process and one can consciously control it.
c) Long Term Memory (LTM)
LTM is assumed:
1) Contains all the knowledge already possessed by the individual.
2) Have unlimited capacity.
3) Once the information is stored in LTM it will never be erased or lost. The
problem of "forgetting" is only caused by difficulty or failure to bring back the
necessary information.
1. Learning theory according to Landa
In this theory Landa distinguishes there are two kinds of thought processes, namely:
a) The process of thinking algorithmic
That is the process of thinking systematically, step by step, linear, convergent,
straight, headed to a specific goal target.
b) Heuristic thinking process
That is devergen thinking that leads to several target goals at once.
According to Landa learning process will run well if the subject matter to be
studied or problems to be solved known characteristics. Specific subject matter will
 be more appropriately presented in a regular order, while other course materials will
be more appropriate when presented in an "open" form and give students the freedom
to imagine and think.
2. Theory of learning according to Pask and Scott
According to Pask and Scott there are two ways of thinking:
a) Serial way of thinking
This way of thinking is similar to algorithmic thinking. That is thinking using
stepwise step by step or linear.
b) Thorough or wholist thinking
A way of thinking that tends to leap forward, right into the full picture of an
information system or learn something from the most general to the more specific.
Learning theory of information processing including cognitive theory which
suggests that learning is an internal process that can not be observed directly and is a
change of ability that is bound to certain situations. Yet the working memory of
humans has limited capacity. According to Gagne, to reduce the working memory
charge can be adjusted according to:
1) Learning capability
2) Learning events
3) Organizing or sequencing of learning
Stages of cybernetics as a theory of learning is often criticized because it
emphasizes the information system to be studied, while how the learning process
takes place within the individual is determined by the information system studied.
This theory views humans as information processors, thinkers, and creators.
Based on that, it is assumed that human beings are capable of processing, storing,
and organizing information.
 CHAPTER III
COVER

3.1 The Impact And Implementation Of Sibernetic Learning Theory In Education In Class
(Hamzah Uno google scholar https://journal.uny.ac.id/index.php/jptk/article/view/7718 :
akses, 20 Oktober 2017 : 23 45 ).Given the feedback from students, the teacher will know
whether the material presented has been understood and what the student's difficulties in
understanding, if any further remedial actions that need to be done. Conversely, feedback
from teachers for example in the form of value on the work of students will remind students
to the extent to which their mastery of the material being studied. Based on the feedback
students can decide the action what to do to improve learning outcomes if less satisfying.
Funsi teachers in this regard are: plan, prepare and complementing an important stimulus
for symbolic input (verbal information, words, numbers and so on) and referential inputs
(objects andevents) that will lead to the concept of matching information to guide students
manipulate the concept process and prepare feedback (feedback) of an exercise / learning. In
terms of learning in the classroom, Gagne suggests there are nine steps of teaching that need
to be considered by the teacher. These steps are:
1) Take action to attract students' attention
2) Provide information to students about the purpose teaching and topics to be discussed
3) Stimulate students to start learning activities
4) Convey the contents of the lessons discussed in accordance with the topics that have been
set.
5) Provide guidance for student activities in learning.
6) Provide affirmation to students' learning behaviors.
7) Provide feedback on student behaviors
8) Implement assessment process and learning outcomes
9) Provide an opportunity for students to remember and use learning outcomes.
In essence, the implementation of cybernetic theory to the learning process should attract
attention, inform the learning objectives to the students, stimulate the activities on the
learning prerequisites, present stimulants, provide study guidance, encourage for work and
assess for work.
 DAFTAR PUSTAKA

Hamzah, Uno. 2006. Orientasi Baru dalam Psikologi Pembelajaran. Jakarta: PT. Bumi Aksara.
https://journal.uny.ac.id/index.php/jptk/article/download/7718/6642. google scholer. Hamzah
Uno, akses, 20 Oktober 2017 : 23:45
https://journal.unnes.ac.id/nju/index.php/edukasi/article/viewFile/961/898 google scholer.
Hamzah Uno, akses, 20 Oktober 2017 : 23:30