This document provides an overview of concepts in educational psychology and developmental psychology. It begins with objectives of the lecture and then defines key terms like developmental psychology, educational psychology, history of psychology, and concepts like instinct, motivation, drive. It discusses importance of educational psychology for teachers in developing effective teaching skills like subject matter competence, instructional strategies, classroom management skills, and understanding student development and diversity. It ends with quotes on teaching and learning.

1. “BERSAMA KITA BERJUANG”
DR. SUPPIAH NACHIAPPAN
012-5270801 / 05-4506044
Kuliah 1: Konsep-Konsep Asas
Psikologi Perkembangan dan
Psikologi Pembelajaran
(Psikologi Pendidikan)
KPP1033 - Psikologi Pendidikan
“Lambaian Malar Hijau”

2. OBJEKTIF
 Selepas mengikuti kuliah ini, pelajar dapat:
 menyatakan definisi Psikologi Perkembangan dan
Psikologi Pembelajaran (Psikologi Pendidikan).
 menghuraikan Sejarah Perkembangan dan Aliran
dalam Psikologi
 menghuraikan konsep-konsep asas : naluri,
keperluan, motivasi, desakan (drive).
 menyatakan kepentingan psikologi pendidikan
kepada guru
The best way to cheer yourself up is to try to cheer somebody else up
- Mark Twain

3. • Psikologi adalah perkataan yang berasal
dari tamadun Greek purba, iaitu dari
perkataan ‘Psych’ dan ‘Logos’.
• Ia dapat didefinisikan sebagai:
“the scientific study of the way the human
mind works and how it influences behaviour,
or the influence of a particular person’s
character on their behaviour”. (Cambridge
International Dictionary of English, p.383).
Psychology is an academic / applied
discipline involving the scientific study of
mental processes and behavior of humans
and animals.
• Psychologists study such phenomena as
perception, cognition, emotion, personality,
behavior, and interpersonal relationships.
• Psychology also refers to the application of
such knowledge to various spheres of
human activity, including problems of
individuals' daily lives and the treatment of
mental health problems.

4. Psychology is the scientific study of behavior and mental
processes (Santrock, 2004).
1. “Kajian tentang proses mental dan pemikiran, terutamanya
berhubung dengan perlakuan manusia dan haiwan”
2. “Pola pemikiran dan perlakuan seseorang atau sesuatu
kumpulan tertentu”
3. “Kebijaksanaan memahami sifat manusia” (Kamus Dewan,
edisi Ketiga, 1060).
Psychology

5. Psikologi Perkembangan
• Ahli Psikologi perkembangan mengkaji
tumbesaran dan perkembangan manusia
secara sistematik daripada kandungan
hingga dewasa.
• Kajian ahli psikologi perkembangan ini
adalah berfokus terhadap menerang,
mengukur dan menjelaskan perubahan yang
berkaitan dengan pola perubahan proses
biologikal, kognitif dan sosio-emosi yang
bermula sebagai suatu konsepsi dan
menyambung di sepanjang hayat dan
seterusnya akan reput dan mati.
• Mainly focusing on the development of
the human mind through the life span,
developmental pyschology seeks to
understand how people come to perceive,
understand, and act within the world and
how these processes change as they age.

6. • This may focus on intellectual, cognitive,
neural, social, or moral development.
Researchers who study children use a
number of unique research methods to
make observations in natural settings or
to engage them in experimental tasks.
• Such tasks often resemble specially
designed games and activities that are
both enjoyable for the child and
scientifically useful, and researchers
have even devised clever methods to
study the mental processes of small
infants.
• In addition to studying children,
developmental psychologists also study
aging and processes throughout the life
span, especially at other times of rapid
change (such as adolescence and old
age).

7. Psikologi Pendidikan
• Educational psychology is the study of how humans learn in educational settings, the
effectiveness of educational interventions, the psychology of teaching, and the social
psychology of schools as organizations.
• Educational psychology is the branch of psychology concerned with schools,
teaching psychology, educational issues, and student concerns.
• Educational psychologists often study how students learn or work directly with
students, parents, teachers and administrators to improve student outcomes.

8. • Gage dan Berliner (1989)-
-Psikologi ialah kajian tentang pemikiran dan tingkah
laku individu dan kumpulan individu.
-Psikologi Pendidikan ialah kajian tentang pemikiran
dan tingkah laku yang berkaitan dengan bagaimana
kita mengajar dan belajar, khususnya berlatarkan
sekolah.
• Banks dan Thompson (1995)-
-Pendidikan adalah profesion yang mengkaji dan
membina metodologi atau pendekatan pengajaran
pembelajaran untuk digunakan di sekolah.
-Psikologi ialah ilmu yang mengkaji tingkah laku
manusia.
-Psikologi Pendidikan ialah kajian tentang perlakuan
atau tingkah laku manusia dalam proses pengajaran
dan pembelajaran dalam bilik darjah.

9. Educational Psychology
• Wittrock (1992)-
-”Educational Psychology is distinct
from other branches of psychology
because it has the understanding
and improvement of education as
its primary goal”
• Clifford (1984)-
- “Educatonal Psychology as
applying the methods of psychology
to studying the process of
education”
• Grinder (1981)-
• - “Educational Psychology as
knowledge gained from psychology
and apply to the classroom”

10. • Ilmu Psikologi sejak zaman awal Greek lagi (384-
322SM) oleh tokoh-tokoh spt Socrates, Plato dan
Aristottle.
• Konsep Interactionisme (Rene Descartes 1595-
1650) - manusia adalah gabungan pemikiran dan
badan (atau jasad dan roh) dan menentang idea
dualime, iaitu manusia terdiri daripada jasad yang
terpisah daripada roh.
• Rene Descartes – ahli falsafah Perancis dan ahli
Matematik mengemukakan konsep interactionisme
dan menentang pendapat ‘dualisme’.
• The best-known version of dualism is due to René
Descartes (1641), and holds that the mind is a
nonphysical substance. Descartes was the first to
clearly identify the mind with consciousness and
self-awareness and to distinguish this from the
brain, which was the seat of intelligence. Hence, he
was the first to formulate the mind/body problem in
the form in which it exists today
Sejarah Perkembangan dan
Aliran Dalam Psikologi

11. ‘Empirisisme – (abad 17 /18 di England) –
John Locke (1632-1704) dan George
Berkeley (1685-1753). Locke menyarankan
konsep ‘tabula rasa’, iaitu jiwa manusia
seperti kain putih semasa lahir dan bersedia
menerima ilmu pengetahuan baru melalui
pengalaman.
Elemen-elemen pengalaman dipercayai
bergabung dalam pengalaman seseorang
melalui ‘proses perkaitan’ (Process of
Association).
Ahli psikologi Strukturalis menggunakan
kaedah ‘introspection’.
Pelajar Wundt, iaitu Edward Bradford
Titchener (1867-1927) telah mendirikan
makmal psikologi di Cornell University dan
mengasaskan kajian Strukturalime di
Amerika.

12. Fahaman ini sangat dipengaruhi oleh teori evolusi manusia yang
dikemukakan oleh Darwin dan falsafah Pragmatisme (iaitu, pemikiran yang
berdasarkan praktikal bukan teori.)
Aliran Functionalisme diasaskan oleh Dewey dan menganggap aliran
proses mental aktif dan berterusan.
Selepas menerbitnya buku teks psikologi pertama, Principles of Psychology
(1890), William James telah membincangkan aplikasi psikologi dalam
pengajaran kepada murid.
James menekankan kepentingan pemerhatian pengajaran dan
pembelajaran di dalam bilik darjah untuk mempertingkatkan pendidkan.

13. Latar Belakang
Sejarah Psikologi Pendidikan
•Tokoh kedua, John Dewey (1859-1952)
menggerakkan aplikasi praktikal psikologi.
Dewey percaya murid adalah pembelajar yang
aktif.
•pendidikan harus berfokus kepada keseluruhan
murid dan menekankan penyesuaian murid
kepada alam persekitaran.
•menekankan pendidikan kepada kesemua
peringkat murid, sama ada murid
lelaki/perempuan atau murid berlatar belakang
sosioekonomi yang berlainan.
•Aliran ‘Behaviorisme muncul di Amerika Utara
dan telah diasaskan oleh J.B. Watson (1878-
1958) yang memberi penekanan kepada
pengkajian tingkah laku yang nyata (Overt
Behaviour).

14. •Tokoh lain ialah Pavlov, Thorndike, Skinner,
Hull dan lain-lain.
•Aliran ini juga dikenali sebagai ‘Associationism’,
iaitu mengkaji kaitan mental antara dua
peristiwa atau di antara dua idea yang
membawa kepada terjadinya pembelajaran.
•Mereka menggunakan haiwan seperti tikus,
kucing dan anjing dalam kajiannya.
•Fahaman Gestalt Psychology - Ahli Psikologi
Gestalt berpendapat manusia mempersepsi
dunia dalam bentuk satu keseluruhan atau
gestalt.
•Tokoh-Max Wertheimer (1880-1943), Wolfgang
Kohler (1887-1967) dan Kurt Koffka (1886-1941)
•Aliran ‘Humanistik’ – Tokoh Abraham Maslow
dan Carl Rodgers - Ahli psikologi berpendapat
bahawa individu bertanggungjawab ke atas
tindakannya.

15. Aliran ‘Kognitivisme’ atau kognitif dipelopori oleh tokoh Gestalt, Piaget,
Vygotsky, Gagne, Bruner, Ausubel dan lain-lain.
Aliran ini mengkaji pemikiran manusia, persepsi dan penanggapan, kognisi,
metakognisi, kemahiran berfikir kritis dan kreatif, kemahiran belajar, motivasi
dan lain-lain.
Aliran ‘Konstruktivisme’ atau “Faham Binaan”. Tokoh – Von Glaserfeld, Piaget,
Vygotsky, Confrey, Ceymour Peppert dan lain-lain.
Ia menekankan peranan aktif pelajar semasa proses pengajaran dan
pembelajaran, terutamanya sebagai kaedah mengajar Matematik dan Subjek-
subjek Sains (Fizik, Kimia dan Kajihayat).

16. Konsep-Konsep Asas
Naluri :
• Instincts are generally inherited patterns of
responses or reactions to certain kinds of
stimuli.
• Instinct provides a response to external
stimuli, which moves an organism to
action, unless overridden by intelligence,
which is creative and more versatile.
• Since instincts take generations to adapt,
an intermediate position, or basis for
action, is served by memory, which
provides individually stored successful
reactions built upon experience.
• The particular actions performed may be
influenced by learning, environment and
natural principles.

17. Keperluan :
•Maslow's Hierarchy of Needs is a theory
in psychology that Abraham Maslow
proposed in his 1943 paper A Theory of
Human Motivation, which he subsequently
extended to include his observations of
humans' innate curiosity.
•His theory contended that as humans
meet 'basic needs', they seek to satisfy
successively 'higher needs' that occupy a
set hierarchy.
•Maslow studied exemplary people such
as Albert Einstein, Jane Addams, Eleanor
Roosevelt, and Frederick Douglass rather
than mentally ill or neurotic people.

19. Motivasi
• Motivation In psychology, motivation refers to the
initiation, direction, intensity and persistence of
behavior (Geen, 1995).
• Motivation is a temporal and dynamic state that
should not be confused with personality or emotion.
• Motivation is having the desire and willingness to do
something.
• A motivated person can be reaching for a long-term
goal such as becoming a professional writer or a
more short-term goal like learning how to spell a
particular word.
• Personality invariably refers to more or less
permanent characteristics of an individual's state of
being (e.g., shy,extrovert, conscientious.
• As opposed to motivation, emotion refers to temporal
states that do not immediately link to behavior (e.g.,
anger, grief, happiness).

20. Desakan
• In psychology, an urgent basic need
pressing for satisfaction, usually
rooted in some physiological tension,
deficiency, or imbalance (e.g.,
hunger and thirst) and impelling the
organism to action.
• Some researchers have used the
term need synonymously, although
others distinguish between need as
the deprived state and drive as its
psychological manifestations…

21. • Ilmu Pengetahuan dan Kemahiran
Profesional
1. Subject Matter competence
2. Instructional Strategies
3. Goal-Setting and Instructional Planning
Skills
4. Classroom Management Skills
5. Motivational Skills
6. Communication Skills
7. Working Effectively with Students from
Culturally
Diverse Backgrounds
8. Technological Skills
Kepentingan Psikologi Kepada Guru
Untuk
Pengajaran Berkesan

22. • Komitmen dan Motivasi
Ciri-Ciri seorang guru yang baik
1. Have a sense humor.
2. Make the class interesting.
3. Have knowledge of their subjects
4. Explain things clearly
Kepentingan Psikologi Kepada
Guru Untuk
Pengajaran Berkesan

23. Success usually comes to those who are too busy to be looking for it.
-Henry David Thoreau

24. Ciri-Ciri Seorang guru yang kurang baik
1. Are dull / have a boring class
2. Don’t explain things clearly
3. Show favoritism toward students
4. Have a poor attitude
Kepentingan Psikologi Kepada Guru Untuk Pengajaran Berkesan

25. Memahami murid dari segi
perkembangan:
Fizikal
Emosi/afektif
Intelek/kognitif
Personaliti/perwatakan
Pengurusan pembelajaran, dll
Kepentingan Psikologi Kepada Guru
Untuk
Pengajaran Berkesan

26. The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.
(William A. Ward)
The biggest enemy to learning is the talking teacher.
- John Holt

27. When you know something, say
what you know.
When you don't know
something, say that you don't
know.
That is knowledge." - Kung Fu
Tzu (Confucius)
What I hear, I forget.
What I see, I remember.
What I do, I understand.
- Kung Fu Tzu (Confucius)

28. "Education is not the filling of a
pail, but the lighting of a fire."
- William Butler Yeats
Norman Vincent Peale:
Plan your work for today and
every day, then work your plan.
I cannot teach anybody
anything, I can only make them
think. - Socrates
Live as if your were to die
tomorrow. Learn as if you were
to live forever. - Gandhi

29. “LAMBAIAN MALAR HIJAU”
BERSAMA CIKGU JO DAN DANENG
Selagi Jiwa Dikandung Badan,
Teruskan Perjuangan..!