CHAPTER I

PRELIMINARY
Background
The adherents of empiricism (Locke, Berkeley, and Horne) argues that the real
knowledge comes from outside the individual and knowledge is internalized by
the senses. According to them, at birth, a person is a clean slate and for growth,
"written" on it.
The rationalism such as Descartes, Spinoza, and Kant did not reject the
importance of the experiences of the senses, but they maintain that the reasoning
is more important than the experience of reasoning makes sense because we know
with confidence will be a lot of truth that can not be achieved by the experiences
of the senses.The rationalist finally declared that by knowing and express
knowledge or concept is innate, it will evolve as a function of maturity.
Piaget's theory arises because of objections to both empiricism and rationalism,
and according to him, his theory is a synthesis of both. One way to explain this is
by comparing synthesis "section tapering" with the press of the two circles
contained therein depicting empiricism and rationalism. The press of the fact that
the empirical recognizes the importance of reasoning and rationalist recognizes
the importance of sensory input. Piaget's theory differs from this in terms of the
press Piaget argued that the observations and reasoning are not only important
because of problems berimpitannya, but the two are interdependent, because one
does not happen without the other.
Thus, Piaget felt that empirical views about the nature of knowledge is not
appropriate sensor. He also can not agree with the rationalist idea that reasoning
was innate.

CHAPTER II
DISCUSSION
Jean Piaget, the theory is called "Cognitive Developmental" In theory, Piaget
considers that the process of thinking as activity gradually and intellectual
functions of the concrete to the abstract. In theory, Piaget considers that a gradual
process of thinking as the activity of the intellectual function of the concrete to the
abstract. Piaget is a psychologist developmentat because research on the stage of
personal development stages and changes that affect the life of the individual
learning ability.According to Piaget, mental capacity growth gives the Traffic
mental capabilities not previously exist. Intellectual growth is not quantitative, but
qualitative. In other words, the power of thinking or mental strength of children of
different ages will be different qualitatively
A. Intellectual development
In intellectual development, there are three aspects studied by Piaget,
namely:
1. The structure is a pattern of behavior that can be recycled. Piaget saw no
functional relationship between measures of physical, mental action and logical
development of children. Actions towards the operations and the operations
leading to the development of structures. S structures are at dealing with:
Reflections nature: such as breathing, eating, drinking.
Mental scheme: for example, the scheme of classification, scheme of
operation (pattern of behavior that is still difficult to be observed as an
attitude), and the scheme of operation (pattern of behavior that can be
observed).
2. Contents, ie specific patterns of behavior when indi vidu facing something of a
problem, a typical child behavior patterns are reflected in the responses given
to the various problems or situations. It is a coarse material, as Piaget less
interested in what children know, but is more interested in what the underlying
thought processes. Piaget see "content" is less important than the structure and

function, When the content is the "what" of intelligence, while the "how" and
"why" is determined by cognitive or intellectual.
3. Function, is the way in which organisms to make intellectual progress. S ne
process in which cognitive structures are built. Which deals with how one
attains intellectual progress. All living organisms that interact with the
environment has the function through a process of organization and
adaptation.
Organization: or organisms in the form of a person of skill in compiling
processes of physical and psychic in the form of coherent systems. Tend to
integrate themselves and the world into a form of the parts into a single unit

that meaningful, as a way to reduce complexity.

Adaptation: the adjustment of the individual to the environment. This
adaptation

consists

of

two

kinds

of

complementary

namely assimilation andaccommodation.

Assimilation is the cognitive process in which a person integrates
perception, concept or a new experience into the scheme or pattern that
already exists in his mind. Assimilation is seen as a cognitive process that
locates and classifies events or new stimulus in the existing scheme. This
assimilation process continues.Assimilation will not cause a change /
change of schemata, but the development of schemata. Assimilation is one
of the individuals in the process of adapting and organizing themselves with
a new understanding of the environment is growing.
organisms manipulate the outside world in a way making it similar
to him. This process is called assimilation. Assimilation take something
from the outside world and fitting it into the already existing
structure. example: humans assimilate food to make it into its component
nutrients, foods that they eat becomes a part of them.
Accommodation, in the face of new stimuli or experiences a person can
not assimilate new experiences with schemata that is already held. The new
experience could be totally incompatible with the existing scheme. In such
circumstances, people will hold the accommodation. Accommodation
occurs to form a new scheme that matches the stimulus of new or modify

existing scheme so that it matches with the stimulus. For Piaget adaptation
is an equilibrium between assimilation and accommodation. If in the process
of assimilation person can not hold adaptation to the environment then there
is imbalance (disequilibrium). Due to the imbalance that it happens
accommodation and cognitive structures there will be changes or the
emergence of a new structure. Intellectual growth is a continuous process on
the state of imbalance and equilibrium (disequilibrium-equilibrium). But if
there is equilibrium then the individual will be at a higher level than ever
before.
organisms modify itself so that it becomes more like environment. This
process

is

something,

called accommodation. When

they

transform

themselves

someone
to

accommodate
meet

external

requirements. example: the body does not just assimilate food but also
accommodate it by secreting gastric fluid to destroy and involuntary
contractions of the stomach to digest it.
Both through the adjustment process, a person cognition systems change
and develop so that it can increase from one stage to the above. The adjustment
process is carried out an individual because he wants to reach a state
of equilibrium, namely in the form of a state of balance between the structure of
cognition with environmental experience. Someone will always be working on
making a balanced state is always achieved by using both the above
adjustments. Application in learning: cognitive development depends on the
accommodation. Students should be given an unknown area so that he can learn,
because he could not learn from what he knew only. He could not rely on
assimilation. With the new area students will hold a business to be able to
accommodate. Situation or area that will facilitate cognitive growth.
B. Intellectual development level

Theory of learning that can be used as a basis in the model of cooperative

learning. According Piage, each individual experiencing levels of intellectual
development as follows:
1. Motor sensory level: 0-2
According to Piaget, babies are born with some innate reflexes as well as the
urge to explore his world. Scheme was originally set up through the differentiation
of the innate reflexes. Scheme is modified and combined to form a more
kompleks.pada behavior childhood these children do not have the proper
conception. He

only

knew

the

things

that

were

captured

by

the

senses. Sensorimotor period is the first period of the four periods.

During development in the motor sesori period which lasted from children
birth to age 2 years, integilensi which have shaped the child still primitive in the
sense that they are based on overt behavior. Although primitive and basic
intelligence seem very meaningful because it became the foundation for the type certain types of inteligansi will have the child later.
Intelegasi sensory - motor intelligence is seen as a practical (practical
intelligence) that berfaidah for children aged 0-2 years to learn to do on the
environment before he was able to think with the things he was doing. Children in
this period to learn how to follow the material world in a practical and study
specific effects without understanding the things he was doing but just looking for
a way acts are like above.
When a baby is interacting with its environment, it will mengasimilisasikan
scheme sensory - motor in such a way to exert accommodation that he had to
reach a satisfactory ekuilbrium needs. The process of assimilation and
accommodation in achieving ekuilbrium are like above always done baby, both
when he was about to meet a boost hunger and thirst as well as bet with objects objects in the surrounding toys.
Can a baby recognize object permanence? After Piaget conducted a series of
experiments and observations on the subject - the subject of babies, including his
own daughter aged 7 months, Jakquilene, he concluded that infants under 18
months of age generally do not yet have the introduction of object

permanence. That is, anything that does not look, do not touch it, or he heard
always considered nothing though in fact it is elsewhere.
In the age range between 18 to 24 months, then the child's ability to recognize
the object permanence appear gradually and systematically. Thus, objects - objects
toys and people - people who used to be in the vicinity (such as mothers and
guardians) will he find in earnest when he needs it.
2. Pre-operational levels: 2.0 to 7.0
This stage is the second stage of four stages. By observing the order of play,
Piaget could indicate that the age of two years after the end of the qualitatively
new kind of psychological function arise. Thought (Pre) Operations in Piaget's
theory is the procedure for performing mental acts against objects. The hallmark
of this stage is a rare mental operations and logically inadequate. In this stage,
children learn to use and represent objects with images and words. Thinking is
still egocentric: children difficult to see from the point of view of others. Children
can classify objects using a single trait, such as collecting all red objects despite
different shape or round object even collect all different colors.
According to Piaget, pre-operational stage following the sensorimotor stage
and appear between the ages of two to six years. In this stage, children develop
their language skills. They began to represent objects with words and
pictures. However, they still use the intuitive reasoning is not logical. At the
beginning of this stage, they tend to be egocentric, ie, they are not able to
understand his place in the world and how they relate to one another. They have
difficulty understanding how the feelings of those around them. But as maturation,
the ability to understand another person's perspective, the better. Children have a
very imaginative mind at this time and consider every non-living material also has
feelings.
The period of cognitive development of pre - operational occur in children as
young as 2 to 7 years. This development begins when the child has to have a
perfect mastery of the object permanence. That is, the child has a sense of 'fixed
eksisnya' an object that there should be regular or no, even after they had left it, or

have not seen and not heard again. Thus, the existence of the object is different
from the period of sensory - motor, no longer rely on mere pengatannya.
Acquisition of ability in the form of awareness of the existence of object
permanence (provision for objects) is the result of the emergence of new cognitive
capacity called mental representation or representation (mental picture). In short,
representation is something that represents or a symbol or a manifestation of
something else.Mental Representation is an important part of cognitive scheme
which allows the child to think and infer the existence of a particular object or
event even though certain objects or events although the incident was out of sight,
hearing, or the reach of his hand.
Mental

Representation

also

allows

children

to

develop defered

imitation (impersonator pending) which is the capacity mimics the behavior of

other people before he had seen to respond to the environment. Behavior especially behavior that emulate the behavior - the behavior of others (in
particular parents and teachers) that he had seen when it responded to goods,
people, circumstances, and events encountered in the past.
Along with the emergence of deferred capacity - imitation, there are also
symptoms of insight - learning, ie learning by insight sense symptoms. In this
case, the child can begin to see the situation probematik, namely to understand
that a state of containing the problem, then thought for a moment. In accordance
think he obtain reaction "aha", ie understanding or spontaneous inspiration to
solve the problem version of the children - children. With reaction "aha" and then
he had a problem to solve.
In the period of the development of the pre - operational, in addition to
obtaining the capacity - capacity as mentioned above, which is also very
important, is acquired language skills. In this period the child can begin to use the
word - the word that correctly and be able to also express - phrases short but
effective.
Another thing needs to prepare uttered in connection with the use of a child's
cognitive scheme which still tebatasitu is that observations of children against
environmental stress, he responded strongly influenced by the nature

of egocentrism (egocentrism). Magsudnya the child can not understand the sights
of others who differ with the view sendiri.gejala egocentrism is caused by the
limited koncervation (konserfasi / perpetuation), the cognitive operations that
relate to children's understanding of stale and quantitative dimensions of
environmental response material.
Regarding the above can be demonstrated sbb.apabila two glasses of the same
capacity but different forms (the short one large, while others are a little high)
pour water in the same amount, then the child will be very likely to guess the
contents of the tall glass more than pendek.gejala contents of the glass which
shows that the child is able to concentrate only on the cognitive schemes height of
water in the form of a high glass without counting the quantity or volume of the
same in a glass short but great itu.inilah is a limitation konserfasi as mentioned
above.
3. Operation concrete stage: 7.0 to 11.0
Important processes during the concrete operational stage is:
Sorting, ability to sort objects according to size, shape, or any other
characteristic. For example, if given objects of different sizes, they may make the
biggest thing to the smallest.
Classification, the ability to name and identify a set of objects according to
appearance, size, or other characteristics, including the idea that a series of objects
may include other objects into the circuit. Children no longer has the limitations
of logic in the form of animism (the notion that all living things and callous)
Decentering, children begin to consider some aspects of a problem to be
solve. For example, children will no longer consider wide but short cup to contain
less than taller cup.
Reversibility, the child begins to understand that the amount or objects can be
changed, then go back to its initial state. To that end, the child can quickly
determine that the 4 + 4 equals 8, 8-4 will be equal to 4, the previous amount.
Conservation, understanding that the quantity, length, or the number of objects is
not related to the settings or appearance of the object or the objects. For example,

if the child was given a cup that is about the size and contents just as much, they
would know when the water is poured into another glass of different size, the
water in the glass will remain the same lot with the other contents of the cup.
Elimination of Egocentrism, the ability to see things from the viewpoint of
others (even if they think the wrong way). For example, a comic show in which
Jane save the doll in the box, then left the room, then Melissa moves stuffed into a
drawer, and Jane comes back into the room. Children in the stage of concrete
operations would say that Jane will still think it's in the box even though the child
knows that the doll has been moved into the drawer.
4. Formal operations stage: 11,0Formal operational stage is the last period in Piaget's theory of cognitive
development. This phase began experienced by children in the age of eleven years
(puberty) and continues into adulthood. Characteristic of this phase is to obtain
the ability to think abstractly, reason logically, and draw conclusions from the
available information. In this stage, one can understand things like love, logical
proof, and value. He did not see things only in black and white, but there are "gray
shades" in between. Judging from biological factors, this stage appears at puberty
(when there is a large variety of other changes), marks the entry into the world of
adult physiological, cognitive, moral reasoning, psychosexual development, and
social development. Some people do not fully achieve the development to this
stage, so he does not have the skills to think as an adult and still use the reasoning
of the concrete operational stage.
C. Factors Supporting the Development of Intellectual
Physical,
The interaction between the individual and the wider world is a source of new
knowledge, but contact with the physical world it is not enough to develop
knowledge unless intelligence individuals can take advantage of the experience.
Maturity

The maturity of the nervous system is important because it allows the child to
obtain maximum benefit from physical experience. Maturity opens the possibility
for

development

whereas

if

less

it

will

limit

widespread

cognitive

achievement. The development took place at different speeds depending on the

nature of the contact with the environment and their own learning activities.
Social influence of social environment, including the role of language and
education, experience fisikdapatmemacu or inhibit the development of cognitive
structures
The process of self-regulation called equilibration
The process of self-regulation and self-correcting, set the specific interaction of
the individual with the environment as well as physical experience, social
experience and physical development that led to the development of cognitive run
in an integrated and well-organized.
D. Piaget's theory of knowledge
Knowledge of Piaget's theory is a theory of cognitive adaptation. In the formation
of knowledge, Piaget distinguishes three kinds of knowledge, namely:
1. Physical knowledge is pengetahuanakan physical properties of an object or
event, such as shape, large, heavy, and how objects interact with each
other.
2. Logical mathematical knowledge is knowledge that is formed by thinking
about the experience of a particular object or event.
3. Social knowledge is knowledge gained from cultural and social groups
agree on anything together.
E. How the knowledge acquired
According to Piaget, knowledge constructed in the minds of social
anak.Pengetahuan such as day of the week or a sign of atomic elements in
chemistry can be studied directly, namely from that of the teacher to the student's
mind. However, physical science and mathematical logic knowledge can not be
fully transferred from the mind of the teacher to the student's mind. In other
words, physical science and mathematical logic knowledge can not be passed on
in the form of ready-made. Each child must build their own knowledge-

knowledge. That knowledge must be constructed solely by children through

operations and one way to build is to equilibrasi operation.
Construction of Knowledge
Equilibrasi is the tendency to return to equilibrium (equilibrium). Equilibrium
Piaget not mean Homeostasis, or return to the previous state of equilibrium but is
a constructive process. Piaget distinguishes three kinds equilibrasi:

First, it can be seen in the construction of physical knowledge. Children

understand the fact to assimilate that fact into schemes klasifikatori and

put it in a reality series and by accommodating these schemes.

Second, look at the construction of mathematical logic.
Third, has the characteristic differentiation of schemes and its integration
into the whole (totality) knowledge.

Knowledge according to Piaget developed as a totality from the beginning. This

totality has a cohesive force.
In the Constructivist Teaching Model
The principle of the most common and most essential which can be derived
from Constructivism is that children gained a lot of knowledge outside of school
and education should pay attention to it and support this natural process.
Learning Cycle
We must accept the teaching not as a process in which the ideas of teachers
forwarded to the students but rather as a process to transform ideas existing child
who may be "wrong". Learning cycle consists of three phases:

The first phase of exploration, during exploration students learn through

their own actions and reactions in a new situation. This phase provides the
opportunity for students to voice their ideas were contradictory and could
lead to debate and an analysis as to why they have such ideas. Exploration
also bring the students to the identification of a pattern of regularity in the
phenomenon investigated.

Secondly, the introduction of the concept, which typically begins by

introducing a concept or concepts that are related to the phenomenon
under investigation is then discussed in the context of what has been

observed during the exploration phase.

Third, applications, providing an opportunity for the students to use
concepts that have been introduced to investigate the properties of objects
further.

CHAPTER III
COVER

Conclusion

Theory Piaget decipher development Cognitive from baby to adult.

According to Piaget, intelligence can be viewed from three different

perspectives. Namely, Structure, Content, and Function

In line large,
Piaget
grouping stages development ko
gnitif child become four ie: sensory-motor stage, Per-operational phase, o

perational phase and formal operational stage.

According to Piaget every living organism tends to adapt and
organizations. In the process of adaptation and organization rerdapat four

basic concepts that scheme, assimilation, accommodation, and ekuilibrasi

Cognitive development has four aspects: maturity, experience, social
interaction, and equilibration

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