2. Instructional Activities
Gagne in Winkel stated that phases in instructional activities
are as follows:
Motivation
Attention
Processing
Feedback
3. Motivation
Students are aware of instructional objectives
and are willing to get involved in teaching and
learning processes. This is a very important
role because students maximize their thinking
ability. If they have weak levels of
motivation, students will tend to let posed
problems. In this case, the role of teacher is
increasing students’ motivation and
awareness of the instructional objectives.
Motivation
Attention
Processing
Feedback
4. Attention
Students observe relevant elements, so
particular perceptual patterns are formed.
Students have particular attention on
learning materials, so it is guarantee that they
have a good concentration.
Motivation
Attention
Processing
Feedback
5. Processing
Students understand information in the short
term memory and process it. In this
case, students should explore memory that
they have used whichever is appropriate for
the problem. If strategies in the memory of
the students are not available, they have to
create a new strategy and this requires a
creative mind, at least a focused mind.
Motivation
Attention
Processing
Feedback
6. Feedback
Students get a confirmation about how far
their performances are right and how their
actions are appropriate. Communication can
increase or decrease students' motivation in
thinking.
Motivation
Attention
Processing
Feedback
7. The phases in instructional activities can be applied in
activities on cognitive, affective, and psychomotor. Gagne in
his book Essential of Learning for Instruction suggests
improvements in phases, namely:
Attention
Motivation
Retrieval to working memory
Selective perception
Processing of information
Responding to question or task
Getting feedback or reinforcement
Confirming the learning outcomes
8. Attention
Students have special attention on
teaching materials.
Attention
Motivation
Retrieval to working memory
Selective perception
Processing of information
Responding to question or task
Getting feedback or reinforcement
Confirming the learning outcomes
9. Motivation
Students are aware of
instructional objectives and are
willing to get involved.
Attention
Motivation
Retrieval to working memory
Selective perception
Processing of information
Responding to question or task
Getting feedback or reinforcement
Confirming the learning outcomes
10. Retrieval to working memory
Students recall from long term
memory what they already have
known/understood/mastered
about learning materials.
Attention
Motivation
Retrieval to working memory
Selective perception
Processing of information
Responding to question or task
Getting feedback or reinforcement
Confirming the learning outcomes
11. Selective perception
Students observe stimulus
elements that are relevant to the
instructional materials. Students
obtained perceptual patterns.
Attention
Motivation
Retrieval to working memory
Selective perception
Processing of information
Responding to question or task
Getting feedback or reinforcement
Confirming the learning outcomes
12. Processing of information
Students give meanings to the
perceptual patterns to make the
information really means by
connecting it to old information
that has been extracted from long
term memory. Attention
Motivation
Retrieval to working memory
Selective perception
Processing of information
Responding to question or task
Getting feedback or reinforcement
Confirming the learning outcomes
13. Responding to question or task
Students prove through an
achievement to teachers and
themselves that the instructional
materials have been mastered. It
gives an indication that specific
instructional objectives have been Attention
achieved. Motivation
Retrieval to working memory
Selective perception
Processing of information
Responding to question or task
Getting feedback or reinforcement
Confirming the learning outcomes
14. Getting feedback or reinforcement
Students receive reinforcement
from teachers if their
achievement is appropriate, or
receive corrections if their
achievement is inappropriate.
Attention
Motivation
Retrieval to working memory
Selective perception
Processing of information
Responding to question or task
Getting feedback or reinforcement
Confirming the learning outcomes
15. Confirming the learning outcomes
Students do various tasks in order
have deep understading in
learning. Students conduct
learning transfer and repeat their
learning.
Attention
Motivation
Retrieval to working memory
Selective perception
Processing of information
Responding to question or task
Getting feedback or reinforcement
Confirming the learning outcomes
16. Skill Development
Cognitive
Development
Psychomotor Affective
Development Development
17. Cognitive Development
Cognitive skills are skills including mental activity (brain).
Cognitive development is the development of intelligence
and knowledge.
18. Indicators of cognitive skills are namely :
Knowledge : Including the ability to remember about
things learned and stored in memory.
Comprehension : Including the ability to get meanings
and significances of the study.
Application : Including the ability to apply methods and
rules for dealing with real and new problems.
Analysis : Including the ability to specify an entity into
parts so that the entire structure can be well understood.
Synthesis : Including the ability to form a new pattern.
Evaluation : Including the ability to form an opinion on a
few things based on certain criteria.
19. Affective Development
Affective Skills are skills related to attitudes and values.
Affective development is acquire a tendency to accept or
reject an object, based on an assessment of the object as a
useful/valuable (positive attitude) or not useful/valuable
(negative attitude).
20. Indicators of affective skills are namely :
Receiving : Including sensitivity about
certain things and willingness to pay
attention to it.
Responding : Including a willingness to
pay attention and participate in an
activity.
Valuing : Including receiving a
value, appreciating, acknowledging, and
taking a stand.
Organization : Including the ability to
establish a system of values as a way of
life.
Characterization : Including the ability to
appreciate values and formalize it become
value patterns in personal life.
21. Psychomotor Development
Psychomotor Skills are skills to act after someone receives
a specific learning experience.
Psychomotor development is development of ability to
compile a number of physical movements until it becomes
an entirety.
22. Indicators of psychomotor skills are namely :
Observing : Including the ability to sort unique things and
to aware of its differences.
Imitation : Including the ability to make movements
based on examples or movement imitation.
Practicing : Including the ability to perform movements
without examples.
Adapting : Including the ability to make changes and
adjustments in patterns of movements with specific
requirements
23. References
Dimyati & Mudjiono. (1999). Belajar dan Pembelajaran.
Rineka Cipta. Jakarta.
Majid, A. (2008). Perencanaan Pembelajaran :
Mengembangkan Standar Kompetensi Guru.
PT Remaja Rosdakarya. Bandung.
Sudijono, A. (2009). Pengantar Evaluasi Pendidikan.
PT RajaGrafindo Persada. Jakarta.
