BAB I
INTRODUCTION
I. 1. The Background of The Study
Cognitive aspect is one of the items of assessment system which consists of three aspects; the others are psychomotor and affective. It talks about individual development, thinking process, or learning process. In psychology field, the process of learning and acquisition are discussed in psychology cognitive which is well known as cognitive development.
Cognitive style or thinking style is a term used in cognitive psychology to describe the way individuals think, perceive and remember information, or their preferred approach to using such information to solve problems. Cognitive style differs from cognitive ability (or level), the latter being measured by aptitude tests or so-called intelligence tests. Controversy exists over the exact meaning of the term cognitive style and also as to whether it is a single or multiple dimension of human personality. However, it remains a key concept in the areas of education and management. If a pupil has a similar cognitive style to his/her teacher, the chances that the pupil will have a more positive learning experience is said to be improved. Likewise, team members with similar cognitive styles will probably feel more positive about their participation in the team. While the matching of cognitive styles may make participants feel more comfortable when working with one another, this alone cannot guarantee the success of the outcome.
There is any relationship between cognitive levels matching as an in-service educational program designed and curriculum analysis to determine students’ abilities. Furthermore , the relationship is explained in this paper.
I. 2. The Problems of The Study
a. What is Cognitive Levels Matching?
b. What is Curriculum Analysis?
c. What is the relationship of Cognitive Levels Matching and curriculum analysis?
I. 3. The Significances of The Study
a. The students understand about Cognitive Levels Matching.
b. The students understand about the definition and functions of curriculum.
c. The students master the relationship of Cognitive Levels Matching and curriculum analysis.
BAB II
DISCUSSION
II. 1. Cognitive Levels Matching (CLM)
Cognitive Levels Matching (CLM) concerns on its broadest sense to teachers’ ability to employ both formal and informal assessments to determine students’ cognitive levels. In order to implement this in-service program designed, the teachers need to know about cognitive developmental principles and the methods of cognitive assessment.
a. Cognitive Developmental Principles
Principally, coginitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development and cognitive psychology. A large portion of research has gone into understanding how a child conceptualizes the world.
The description of the general tendencies of cognitive development moves from being dependent on actions and perception in infancy to understanding of the more observable aspects of reality in childhood to capturing the underlying abstract rules and principles in adolescence. Moreover, many of the phenomena that is discovered, such as object permanence in infancy and the conservations in school age children, are real and still attract the interest of researchers.
b. Cognitive Assessment
A cognitive assessment is an examination conducted to determine someone's level of cognitive function. There are a number of reasons to perform a cognitive assessment, and this test can be administered by a mental health professional, neurologist, or education professional, depending on how it is to be used. Several standardized cognitive assessments have been published, and people can also develop their own, mixing and matching elements of various tests which can be used to measure cognitive ability.
Examples of cognitive assesment are numerous in literature; such like the teacher asks students what Amstrong meant with his writing,”Cabin quiet was long and sad” ( 1972). The teacher recognizes that student must comprehend the imaginary relationship and comparison the writer has created. The ability of understanding this analogy or metaphor involves transposing the qualities of people, time, and cabins. Determining this comparison requires the students to first organize and classify the information and then reason propotionally. Therefore, the coginitive demands require the use of the schemata classification and propotional reasoning.
In social studies, for example, suppose an 8th grade history teacher discucces the concept of tariff. The teacher’s goal is to eanable students to comprehend the definition of tariffs and the factors why they can be a source of revenue for the government. The cognitive schemata for comprehending tariffs and related concepts include:
1. Classification (qualities and attributes of terms sucha as import, export, free trade, tariff, foreign trade, and revenue).
2. Coordination of two or more reference systems (comprehending the sysmmetrical relationships that exist in free trade, international trade, reciprocal trade agreement, and government revenues).
3. Conservation beyond direct verification (understanding the balance of trade and payment).
4. Propotional reasoning (understanding the relationship of taxes to quantity, rates, and needs of country).
5. Correlational reasoning (developing an awareness of kinds of tariffs, their purposes, and how they are leveled).
Science courses also can be measured in way of cognitive assessment. As an example, the comprehension of the concept of photosynthesis as related to physical light, chemical structure and reaction, diffusion, and the biochemical basis of orgamistic activities, needs formal logical reasoning because it presupposes that students are able to use the following processes:
1. Classification, to comprehend the attributes of terms such as chlorophlasts, molecules, energy related to work, wavelenghts, photosynthesis, glucose, chlorophyl, and electromagnetic radiation.
2. Correlational reasoning, to comprehend the causal relationships between white light and the band of colored light, and CO2 and blue/yellow bromthymol.
3. Combinatorial reasoning, to recognize what is required in plants for photosynthesis to take place, the types of lights essential for plant growth, and activities that are necessary for plants to produce sugar or starch.
4. Propotional reasoning, to understand the number of chloroplasts in each of cell and the quantities and the substances necessary for photosythesis.
5. Conservation beyond direct verification, to deduce and verify the consequences of chlorophyll’s reaction to white light.
II. 2. Curriculum Analysis
a. Definition
One of the important components in the educational system is curriculum which is used as the basic of management, implementation and evaluation of the result of the study.
In formal education, a curriculum is the set of courses, and their content, offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard.
A curriculum may also refer to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education. For example, an elementary school might discuss how its curriculum, or its entire sum of lessons and teachings, is designed to improve national testing scores or help students learn the basics. An individual teacher might also refer to his or her curriculum, meaning all the subjects that will be taught during a school year.
Curriculum analysis concerns with concepts, planning, implementations and evaluation curriculum.
b. Function
Curriculum which means two things the range of courses from which students choose what subject matters to study, and a specific learning program is analyzed to fulfill the aim of education that has been determined before. In the latter case, the curriculum collectively describes the teaching, learning, and assessment materials available for a given course of study.
II. 3. The Relationship between Cognitive Levels Matching and Curriculum Analysis
Recently years, Coginitive Levels Matching is restructured as learned about the relationship of developmental perspective to the teaching/learning process. One major component teachers have to focus on is cognitive assesment of the curriculum. The assessment of cognitive demands of curriculum is able to do with deciding the concept or task which is used to present and then recognizing the steps involved in the presentation. After all, the cognitive schemata is recognized but may initially is refered to the Concrete and Formal Stage Concepts table for assistance in determining the schemata necessary for understanding the thinking concept or task requires. It is shown in the table below:
Concepts Associated with the Concrete and Formal Stages
CONCEPT DEFINITION ASSESSMENT EXAMPLE
Simple classification:
the ability to spontaneously group objects by one attribute and be able to shift to another attribute and regroup the same objects. Attribute blocks- make groups that are the same, go together or are alike in some way. 1. Finding the ‘short e’ and ‘long e’ words in a list.
2. Classifying animals as meat eating or non-meat eating.
3. Discussing how two pictures of patterns are alike and how they are different.
Two-way classification:
The ability to simultaneously coordinate two attributes of objects and group objects by that coordination.
Matrices: apple/flower; circle/square Venn diagrams;
‘I-shaped’ classification task. 1. Comprehending similes.
2. Applying a grammatical rule that has two conditions.
Three-way classification:
the ability to understand and coordinate three attributes of objects and group objects that share three attributes.
Matrices: shape/color/direction. 1. Identifying countries that have the same three natural resources.
2. Grouping words.
Class inclusion: the ability to understand and coordinate, in a hierarchical sense, part-whole relationships. Flowers (plastics vs. colors); blocks (wooden vs. colors); cards (animals vs. types). 1. Fractions.
2. Recognizing the main idea of aparagraph.
3. States and capitals.
4. Missing addends.
Simple Seriation: the ability to order a set of objects along some relevant dimension such as size. Sticks of graduated sizes.
Stacking cups.
People pieces. 1. Getting line according to size.
2. Putting events in a story in order.
Double Seriation: the ability to order one set of objects according to some relevant dimension and to order a second set of objects along a relevant dimension in relation to that set of objects. Cups ordered by size and in relation to sticks, which are also ordered by size or some other dimension. 1. One-to-one correspondence.
2. Copying words from the board to paper.
3. Alphabetical order.
Number of Conservation: recognizing that the property of number does not change in relation to a set of objects regardless of how those objects are arranged as long as no operation (+, - ) is performed on them. (The operation of reversibility supports this understanding.) Two rows of 8-10 blocks, which are set up in 1-1 correspondence and then one row is pushed together. 1. Basic addition and subtraction facts.
2. Different representations of the same number.
Quantity Conservation: recognizing that the property of quantity does not change… (as above). Two balls of clay; the size of a ball is changed after child establishes that both balls have the same amount of clay.
1. Pouring coke into different sized of glasses.
2. Distributing materials.
Length Conservation: recognizing that the property of objects called length does not change… (as above). (The operation of compensation also supports this concept.) Two pipes cleaners of equal length. Displacement of one of the pipe cleaners or the furling up of one.
1. Concept of units of measure.
2. Distances of cities and countries from each other.
3. Number lines and time lines.
Weight Conservation:
the ability to recognize that weight does not change when the shape and the form of an object is altered unless the object is operated on by addition or subtraction. Requires the operation of compensation. Two balls of clay, a pan balance. Establish equivalence and then alter the shape of one ball so that it ‘feels’ lighter. 1. Scientific concepts of density, mass, and gravity.
2. The solar system.
3. Stress on bridges, and so on.
Volume Conservation:
the recognition that volume does not change even if the form of an object is changed, unless it is operated on. Requires multiplicative compensations-namely, even though the form of the object is changed, what the volume gains or loses in one dimension is compensated for by what it gains or loses in the other two.
Two cylinders of equal size, one of brass, the other of aluminums; and two breakers of water with equal water levels.
The islands problem with two sets of blocks.
Clay balls with the two beakers of water. 1. Interior and exterior volume.
2. Displacement of volume.
3. Mathematical understanding of volume.
4. Analysis closed systems. A change in one part of the system affects all other parts.
Formal Scheme – Multiplicative compensations
Same as above Same as above
5. Centrifugal force.
Formal scheme-Probability:
the ability to develop a relationship between confirming and possible cases, with both beginning to be calculated as a function or the combinations, permutations, or arrangements compatible with the given elements.
Five red, five blue, and five yellow beads in open box. 1. Figuring the odds in a game of chance.
2. The likelihood that a particular political event will occur given several preconditions.
BAB III
CONCLUSION
Based on the discussion of the relationship between Cognitive Levels Matching and curriculum analysis, we can conclude that the teachers as responsible educational leaders have to master three factors which influence cognitive ability of student. First, the teachers need to understand every principles of cognitive development. Secondly, the teachers must master the method of assessing students’ cognitive abilities. Thirdly, the teachers are capable of developing the ability to analyze and modifying the cognitive demands of school-based experiences.
Cognitive Levels Matching concerns with increasing the students’ cognitive abilities which are assessed by cognitive assessments and shown in schemata.
And curriculum analysis is related to cognitive levels using to fulfill the aim of education program.
REFERENCES
Arlin, P.K. “Plagetian Operations in Problem Finding.” Developmental Psychology 13 (1977): 297-298.
Amstrong, W.H. Sounder. New York: Harper and Row, 1969.
Elkind, D. Child Development and Education. New York: Oxford University Press, 1976.
Inhelder, B. and Plaget, J. The Growth of Logical Thinking from Childhood to Adolescence. New York: Basic Books, 1998.
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