1) Sensory-Motor Stage
This is the first stage of intellectual development begins from birth until the age of between 1.5 and 2 years. At this stage the learning experience consists of developing babies and mengorgasisasikan physical activities and mentally into the actions sequences called schemes. Infants learn to coordinate the senses and movements, to understand that the object disappeared from view will still be there and he learned to pair symbols with physical objects.
2) Preoperational Stage
This stage begins approximately from the age of 2-3 years to 7-8 years. At this stage a child is very egocentric. They assimilate the most experience in the wild into the schemes developed from the neighborhood, they see things in a relationship with themselves. The children believe that all their thoughts and experiences with everyone else, that these objects are not inanimate properties as possessed by the living and the difference between one and lots of little consequence. Pre-operational thinkers have difficulty in reconstructing a reversal of the mind and actions, not able to consider two aspects of an object or situation simultaneously, and can not think of induction or deduction. They are capable of thinking transduktif, ie from one specific thing to something specific.
At this stage they are not able to distinguish between fact and fantasy (fantasy). Through physical maturity and the interaction with the environment, children who are at pre-conceptual phase is to develop mental schemes are essential to operate at levels higher intellectual. At the end of this stage they will be able to give reasons for what they believe, can classify sets of objects based on a single spesifk nature, and began to achieve some actual concepts.
3) Concrete Operational Stage
Concrete operational stage (Concrete Operational Stage) begins between the ages of 7-18 years to 12-14 years. At the beginning of this stage there will be substantial reduction in egocentric. Playing with the kids another place to play individual and isolated by the presence of children other. At this stage children are able to classify the objects that have some character to the set or subset according to specific attributes, and they can simultaneously recall some properties of an object. They begin to understand a joke, can play reverse operations and procedures, can understand and visualize a high-level transformations such as the sun rises and sets.
Although children at this stage to develop a lot of intellectual ability found in adults, they have difficulty in verbal abstraction. They were able to demonstrate the complex operations such as the ability reversed, substitution, and the combined set of slices, arrange the objects in a sustainable concrete, but may not be able to perform the same operation on verbal symbols.
His ability to assess and logic yet well developed, and they were rarely able to solve problems such as: Aliffia higher than Chalista; Aliffia shorter than Vivi; who is the shortest among the three?. However, they are able to arrange a pile of cut stems (sticks) from the shortest to the longest. Before concluding this stage they are seldom able to formulate a precise definition of the description although they can recall the definition of others and able to back out what they remember.
This growth period is called concrete operational because psychologists have found that children between seven and twelve problems in applying intellectual processes of verbal symbols and abstract ideas, even before the age of twelve most children have enough skilled use of their intellectual to manipulate physical objects are concrete. In this period the children like to build something, manipulate objects, and operate mechanical tools.
4) Formal Operational Stage
When teenagers (Adolescents) to reach the formal operations stage (formal operational stage) they no longer need to rely on concrete operations for display or illustrate abstractions-mental anstraksi. They are now able to simultaneously consider several points of view, to determine their own actions with the objective and to reflect their own thinking processes. They will be able to formulate a theory, generalize the hypothesis, and to test various hypotheses.
People who have reached this stage can appreciate the intellectual value of good and evil, and can look at the definitions, rules and laws in a context appropriate objective. They also will be able to inductive and deductive thinking and able to argue with the implications.
The teenagers (adolesents) can understand and apply concepts such as permutations and combinations, proportions, correlation and probability, they will also be able to understand something very large and very small.
The fourth stage of development (sensory-motor, preoperational, concrete operational, and formal operational) occurring naturally can not be ascertained but the beginning and end.
Implications of Piaget's view of the Intellectual Development in Education
If there is a curriculum that emphasizes on educational philosophy oriented pemelajar (students) as the center, learner-centered, then such a model curriculum that is inspired by Piaget's view. While some teaching methods that apply to most schools in America at that time as a lecture method, demonstration, audi-visual presentations, teaching by using machines and tools, programmed learning, not a method developed by Piaget. Piaget developed a model of active discovery learning in the classroom environment. Intelligence grows and develops through two processes of assimilation and accommodation. Thus, the experience should be planned to open the opportunity for assimilation and accommodation.
Children should be given opportunities to the widest to find, manipulate, experiment, question, and find their own answers to various questions that arise. However, it does not mean pemelajar can do whatever they want. If so, what the role of teachers in the classroom? Teachers should be able to measure the capabilities, strengths, and the lack of student owned. Learning should be designed to facilitate students keberbedaan and can provide ample opportunity to establish communication between the students with each other, to debate and refute each other on the actual issues are given to students. The presence of teachers should be able to become a facilitator of knowledge, capable of inspiring learning, developing, and directing students.
Should not emphasize the right and wrong, but how to facilitate students to take lessons from the mistakes done. Should be more meaningful learning by providing opportunities for students to conduct their own experiments from the need to hear more from the lectures of the teacher. Teachers must be able to present subject matter that brings students to an awareness to seek new knowledge. In his book To Understand Is to invent, Piaget said that the basic principle of active methods can be explained as follows: To understand the need to find or reconstruct by rediscovery, and such conditions must be followed if you want someone formed to be able to produce and develop creativity and not merely repeated. In active learning, teachers must have confidence that the students will be able to learn himself
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