CHAPTER I

PRELIMINARY

A. Background

Memory and thinking are among the factors that are closely related to the
learning process. If the learning process goes well, the learning outcomes
will also be good. Remembering is an act of storing things that have already
been known to be issued and when others are used again. Remembering is often
associated with mental activity in gaining knowledge and solving problems.
Memory or memory is a function of cognition that involves the brain in
information retrieval. If we cannot remember anything about our experience,
there is nothing that can be learned.

The ability to remember students is closely related to learning activities.

At the time of learning students use the ability to remember to understand
knowledge and solve problems they face. Without memory, it is difficult for
us to reflect on ourselves because self-understanding depends on
consciousness and can only be accomplished with memory.

Information processing that occurs in the coordination system is stored in

memory in the form of a learning experience. Information continues to enter
the mind through our five senses, some of which are stored in our memories in
a short time and then forgotten. The importance of organizing information in
human memory to facilitate learning activities and remain consistent in the
problem solving system of each individual. Without the processing of
information from existing experiences, it is difficult for everyone to carry
out learning activities because not all the information we get can be stored
for a long time in memory.

In this paper the author intends to describe the importance of organizing

information or knowledge in human memory.

B. Problem Formulation

The formulation of the problem in this paper is:

1. How is organizing information / knowledge in human memory?

2. What is the relationship between learning and the importance of organizing

information / knowledge in human memory?

C. Purpose

The purpose of writing this paper is to know and understand about:

1. Organizing information / knowledge in human memory

2. The relationship between learning to the importance of organizing

information / knowledge in human memory
CHAPTER II

DISCUSSION

A. Information Processing in Memory

There are three information processing processes carried out in memory,

namely, encoding, is a process that aims to convert information into a form
that can be processed and used by the brain. This stage involves sensory
devices to perceive incoming stimulus. In this process attention is needed. A
person can enter his experience either intentionally or unintentionally.
Intentional experiences such as science, while unintentional experiences such
as experiences that occur everyday.

The second stage is storage, which stores experience that has been perceived,
so that one day it can be generated again. The perceived experience will
leave traces in memory as memory traces that are stored in memory. Memory
traces can be lost or damaged due to forgetfulness. So that the memory traces
cannot fully survive in memory.

The third stage is retrieval. Re-create experiences that have been stored in
memory so that they can be used in everyday life. This process can be done by
recalling or recognizing. Recognizing shows better results than recalling.
Recalling requires someone to work twice, which is to revive information that
might be appropriate, or recognize it as information previously stored. While
getting to know again, the information that will be called will be
immediately recognized by searching the signal for the choice of items
presented.

B. Level of Information Processing

Information will be more quickly forgotten if it is processed at a shallow

level, but it will be longer remembered if it is processed at a deeper level.

1. Shallow Information Processing Level

In shallow level information processing, the information received is based on

the quality of the physical appearance of something. Information is only
stored in short-term memory.

2. Deep information processing level

In a deeper level of information processing, information received is based on

an understanding of the meaning of a word and the meaning of the word

be spoken. Information at this level will be stored in long-term memory.

The level of in-depth information processing also helps the recall process.

Factors that affect Memory Factors that affect memory:

1. Mood and emotions

There are three things in which mood and emotions can affect memory,
including:

a. Humans will remember pleasant stimuli more accurate than other stimuli.

b. The recall process will be more accurate if a person's mood matches the
natural mood of something.

c. The recall process will be easier if the mood during the encoding process
matches the mood during retrieval.

2. Attention

Attention is a concentration of mental activity. When the senses receive a

stimulus, not all will be maintained. The selected stimulus will be processed
in more detail. Stimulus that does not get attention will be discarded and
will not be processed.

3. Semantic similarity

The meaning of words will affect the number of words that will be stored in
the short term memory. In addition there is also proactive interference that
people will have difficulty learning new things because the old things will
interfere with the things just learned.

4. Specific coding principles

That recall will be better if the content in retrieval is the same as content
encoding.

5. Age

Age can affect a person's memory. Children cannot remember events before the
age of 2 or 3 years. Older people will be better at remembering when they
have high verbal abilities and are highly educated. Older people will also be
more accurate in remembering than younger people.

6. Metamemory

Metamemory will help someone to use an effective strategy to use because not
all strategies for remembering are the same.

D. Organizing Information / Knowledge in Human Memory

Processing information contains an understanding of how an individual

perceives, organizes, and remembers a large amount of information received

individuals from the environment. This can also be said that information
processing can be said as a form of individual response to information
provided by the surrounding environment.
More general and abstract knowledge obtained first by someone, will be able
to facilitate the acquisition of new knowledge in more detail. The idea of
how to sort subject matter from general to specific, from the whole to the
detail which is often referred to as the subsumptive sequence makes learning
more meaningful for students.

We can note that important characteristics of the human learning process and
the organization of memory. The cognitive approach to learning provides an
important role for organizational processes and emphasizes the active role of
students. Active students are seen as processing information to be learned,
not just passively registering information. The organizational approach to
learning and memory assumes that we try to organize information into several
meaningful patterns, and design strategies, plans and formulate hypotheses
about information encoded and strored in memory. Information stored in long-
term memory is assumed to be highly organized to utilize available storage
capacity and assist in the search and retrieval of information. As a result,
the information entered is usually carefully rearranged so that new
information is integrated and made compatible with organizations that are in
long-term memory.

Learning is a complex action and student behavior. As an action, learning is

only experienced by students themselves. Students are the determinant of the
occurrence or non-occurrence of the learning process. The learning process
occurs thanks to students learning something that is in the environment. The
environment learned by students is in the form of nature,
objects or things that are used as learning material. When individuals learn,
ongoing process of remembering, to store information into long-
term memory (memory or memory material) and general problem solving
strategies

(creativity material).

Knowledge that is processed and interpreted in working memory is stored in

long-term memory in the form of hierarchical organized schemes. The stage of
understanding in information processing in working memory focuses on how new
knowledge is modified. Understanding is and is influenced by the
interpretation of the stimulus. The stimulus factor is a characteristic of
the message design elements

such as size, illustration, text, animation, narration, color, music, and

video. The study of how information is identified, processed, interpreted,
and transferred in and from working memory to be stored in long-term memory

ndicates that message design is one of the main topics in instructional

multimedia design. In this context, the design of multimedia messages is
concerned with selecting, organizing, integrating message elements to convey
information.

Between learning and information processing are two complementary aspects.

The assumption underlying this theory is that learning is a very important
factor in development. According to Gagne that in learning occurs the process
of receiving information, to then be processed so as to produce output in the
form of learning outcomes. In information processing there is an interaction
between internal conditions and individual external conditions. Internal
conditions are conditions in the individual that are needed to achieve
learning outcomes and cognitive processes that occur in individuals. While
external conditions are stimuli from the environment that affect individuals
in the learning process carried out by these individuals (students).

The application of information processing theory in learning assumes that

human memory is an active system, capable of selecting, organizing and
transforming into a code of information and skills for storage to be studied.
In this case the individual is interpreted as an object that has the ability
to produce a penyleksian, organizing and changes to information that can be a
password that is useful to facilitate individuals in the learning process
that will be undertaken by him.

Regarding the above, cognitive experts also assume that successful learning
is very dependent on learning actions rather than things in their
environment. This shows that in this learning process the actions of students
are the main things that influence the learning outcomes that will be
achieved from students, in this case concerning aspects of behavior change
such as: cognitive, affective, and psychomotor aspects.

Learning components according to information processing theory as described

in the discussion above, that the learning component is attention aimed at
stimulus, coding stimulus, and storage and getting back (retrival). On the
basis of these basic components, then the essential thing about learning is

a. Guiding to receive stimulus

b. Streamline coding

c. Streamlining storage and retrival

CHAPTER III

CONCLUSION

A. Conclusion

From the discussion that has been described, it can be concluded:

1. Processing information can be said as how the individual response to

information provided by the surrounding environment.

2. The stage of understanding in information processing in working memory

focuses on how new knowledge is modified.

3. In learning occurs the process of receiving information, to then be

processed so as to produce output in the form of learning outcomes.

4. With the organization of information or knowledge will make it easier for

individuals to undergo the learning process to the fullest.