Analysis of piaget-Anderson theory in learning modern economy

Abstract

The more complicated the development of information technology in the twentieth-century one has become a challenge for education in Indonesia. Various stages of the development of the education curriculum never stop doing in order to adjust to the existing development. Based on cognitive theory that are discussed and suggested by Jean Piaget, to build and develop cognitive structure that meaningful for students, required model of teaching which is based on the stages of cognitive development students. The Integration of Jean Piaget stages of cognitive development theory and technology in the implementation of the teaching of the modern economy cause multimedia technology will support development of student reasoning, reversal thinking, creative thinking and stimulate the development of cognitive structure individually. The addition of more communicative learning resources causes the cognitive structure of students to experience expansion more quickly because of the many sources of information that can be absorbed to serve as cognitive capital in the equilibration phase in the dimension of knowledge afterwards. Multimedia learning is also able to support students to reach their accommodation phase, information support from various sources and communicative causes the growth of reversal thinking patterns that cause students to have propositional, combinatorial logic and reasoning thinking capacity in hypothesis. So students can immediately determine whether the cognitive schemes they have learned are only sufficiently expanded or must be replaced as a form of their adaptation to the environment.