Information Processing Models

The models of this type are concerned with the intellectual development of the individual
and help to develop the method of processing information from the environment. These models
focus on intellectual capacity. They are concerned with the ability of the learner to observe,
organize data, understand information, form concepts, employ verbal and nonverbal symbols and
solve problems.

The primary purposes are the mastery of methods of inquiry, the mastery of academic
concepts and facts and lastly the development of general intellectual skills such as the ability to
reason and think more logically.

Gagne et al. (1984) have concluded that some of the processes used by the system may be
performed better or faster by some people than by others, but the nature of the system is the
same.” By having a good understanding of the how information is processed, stored and
retrieved through the information model, students would be able to learn much more efficiently
and systematically as compared to the time when they were at one time ignorant of it.

One of the models in information processing models is Cognitive Growth Development

Model. The Theory of Cognitive Development formulated by the famous psychologist Piaget
(1936) is perhaps the most comprehensive and extensive theory that explain the development of
human intelligence as a person grows from being an infant into a full-grown adult.

Piaget made several assumptions about children while developing his theory. He believes
that children build their own knowledge based on their experiences, children learn things on their
own without influence from adults or older children and children are motivated to learn by
nature. They don’t need rewards as motivation.

Teachers and parents can help by providing children with different experiences or ways to
explore and experiment with their environments. It’s through these experiences that children may
gain understandings of different concepts in a hands-on way. Piaget also believed that nature and
nurture interact to yield cognitive development. Adaptation is the tendency to respond to the
demands of the environment to meet one’s goals. Besides. Organization means that the tendency
to integrate particular observations into coherent knowledge. For young children entering
preschool and kindergarten, Piaget’s theories align more with play-based school programs, or
environments where kids are offered opportunities for trial and error, and interaction with the
real world.

Piaget developed four stages to his theory of cognitive development. Sensory-Motor Stage
which is from birth to 2 years. In this stage, infants know the world through their senses and
through their actions. For example, they learn what dogs look like and what petting them feels
like. Next, they will in preoperational stage (2-7 years) which young children acquire the ability
to internally represent the world through language and mental imagery. Young children in this
stage is able to see the world from other people’s perspectives, not just from their own.
Meanwhile, as an educator, we can prepare new vocabulary learning by flash card with
combination of images and words. Children can learn through imitation and play during this
stage. Providing children with visual aids and other props, like models to illustrate different ideas
and concepts are helpful to them.

For example, teacher can prepare an animation video to attract their attention of learning
new vocabulary. After giving proper demonstration for the correct ‘ejaan’ and meaning of the
word, children can try to read along. We should provide chances for trial and error and focus on
the process of learning. For certain circumstances, we can add in artwork for more understanding
in the lesson. Teacher might use cut out letters to build words at the end of the class to make sure
the children are able to master the words.

For children from 7-12 years are in concrete operational stage. Teacher should explain
complex ideas by using familiar examples and gives the students a way to understand and
process new information. In this example, when teacher is teaching comprehension. First, teacher
can lead the students to understand the passage by asking them question according to the passage
for knowing their understanding about the story line. Teacher also can create more creative
question such as asking the children to compare the lives of characters in a story with the
students’ lives. Students in this stage able to think logically. Brain teasers question can be used
as a tool in our lesson. Teacher can ask question like: if they are role in the story, what will they
do and the reason of taking the action.
 The role of the teacher in cognitive development are so important. Teacher can use the
strategy named scaffolding in this model to lead the children to maximum student’s ability.
Scaffolding theory (1950) was first introduced by Jerome Bruner, a cognitive psychologist. He
used the term to describe young children's oral language acquisition. According to the
Cambridge Dictionary, scaffolding means that a structure of metal poles and wooden boards put
against a building for workers to stand on when they want to reach the higher parts of the
building. Meanwhile, scaffolding in educational is a teaching method that enables a student to
solve a problem, carry out a task, or achieve a goal through a gradual shedding of outside
assistance. According to its original definition, scaffolding enlists the instructor as an “activator”
whose role is to facilitate the student’s incremental mastery of a concept. “Fading” is the process
of gradually removing the scaffolding that was put into place for the student until he internalizes
the information and becomes a self-regulated, independent learner.

As the role of a teacher in cognitive development is so important. The teacher actively

helping and encouraging the learner to get the top of a problem. An example of scaffolding in the
classroom setting could include a Bahasa Melayu teacher first instructing her children on how to
write a sentence using commas and conjunctions. As the week goes on, she has her students
practice writing these sentences with peers, give students feedback and eventually has the kids to
complete this skill without her guidance. Students are encouraged to underpinning their
knowledge by linking to real life experiences when they complete their sentences or essay. For
lower grade students, teaching can design their practices and assessment by using pictorial/
diagrammatical images. Students can be tested their writing and speaking skills in the end of the
class. When the student becomes an independent learner, teacher can create a higher thinking
open question to encourage thought processes in making of essay for individual work.

Piaget believes that students discard their ideas when paired with an adult or student of
more expertise (Piaget, 1928). Instead, students should be paired with others who have different
perspectives. Conflicts would then take place between students allowing them to think
constructively at a higher level. In this statement, teacher can design assessment for students to
work in group. Each child can provide their knowledge in completing the task. Teacher can use
this strategy for final year project, the students are given time to complete the task by organize a
educational trip. Students are required to write the paper work after their discussion. After the
outing, students are required to give a written report about the trip and their reflection for the
trip.

Here are steps of scaffolding strategy for Cognitive Growth Development Model in teaching
Bahasa Melayu:

Set induction: 1. Students are given a series of images about outing.

2. Teacher leads the students to discuss about the images.

Activities 1 3. Students write five sentences for the topic in group according to
the verbs that given.
4. Students presents their sentences in front of the class.
5. Teacher evaluates the students and provides recognition for
their sentences.

Activities 2 6. Teacher give students on pieces of paper, then students group

the paper into paragraphs.
7. Students show their outcomes.
8. Teacher explains about the content and correct order for writing
the essay.

Homework 9. Students share their experiences of visiting the places.

/ Conclusion: 10. Students write the essay on their own as assessment.
11. Teacher evaluate the work after they hand in the essay.