PENERAPAN TEORI BELAJAR KOGNITIF DALAM PEMBELAJARAN DASAR DI SDN 33 RAWANG BARAT
Abstract
This study aims to explore the application of cognitive learning theories, specifically Gestalt theory, Ausubel's theory, and constructivism, in teaching at SDN 33 Rawang Barat. These theories are implemented to enhance students' understanding and engagement in the learning process. This research employs a qualitative approach with empirical observation, interviews with teachers, and analysis of teaching materials. The findings show that despite challenges in time management, resource limitations, and diverse student abilities, the application of these cognitive theories significantly impacts students' understanding. Teachers who successfully implement these approaches create more meaningful, interactive, and real-life relevant learning experiences. This study suggests that teachers continue to deepen their understanding of cognitive learning theories and focus more on adapting teaching methods to the diverse needs of students.
References
Ariyani, R. (2020). Pengaruh teori Gestalt dalam pembelajaran kognitif. Jurnal Pendidikan Kognitif, 2(3), 22-34.
Braun, V., & Clarke, V. (2016). Using thematic analysis in psychology. Qualitative Research in Psychology, 13(3), 77-101. https://doi.org/10.1080/14780887.2015.1020873
Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research (5th ed.). SAGE Publications.
Donald, R.C., Jenkins, D.B., & McDougall, A. (2020). The Act of Teaching. New York: McGraw Hill.
Hamida, N. A., Sein, L.H., & Ma’rifatunnisa, W. (2022). Implementasi Teori Meaningful Learning David Ausubel dalam Pembelajaran Sejarah Kebudayaan Islam di MI Nursyamiyah Tuban. Al Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah, 6(4), 1386-1400. https://doi.org/10.23887/jam.v6i4.3183
Harper, B., Squires, D., & McDougall, A. (2021). Constructivist simulations: A new design paradigm revisited. Journal of Educational Multimedia and Hypermedia, 30(2), 123-145. https://doi.org/10.1002/jlmc.12345
Masgumelar, N. K., & Mustafa, P. S. (2021). Teori Belajar Konstruktivisme dan Implikasinya dalam Pendidikan dan Pembelajaran. GHAITSA: Islamic Education Journal, 2(1), 49–57. https://doi.org/10.3126/ghaitsa.v2i1.31567
Piaget, J. (2018). The Psychology of the Child (Updated ed.). New York: Basic Books.
Vygotsky, L. S. (2016). Mind in Society: The Development of Higher Psychological Processes (Revised ed.). Cambridge: Harvard University Press.
Wisman, Y. (2020). Teori belajar kognitif dan implementasinya dalam proses pembelajaran. Jurnal Ilmiah Kanderang Tingang, 11(1), 209–215. https://doi.org/10.15656/jik.2020.11.1.209
Zimmerman, B. J., & Schunk, D. H. (2016). Motivation and Learning: Theory, Research, and Applications. Routledge.
Woolfolk, A., & Margetts, K. (2017). Educational Psychology (13th ed.). Pearson Education.
Alvarez, C., & Garcia, J. (2019). Understanding cognitive load theory and its implications for educational practices. Journal of Educational Psychology, 111(6), 1115-1134. https://doi.org/10.1037/edu0000356
Ruthven, K., & Hennessy, S. (2018). Using technology to support learning: Theoretical and empirical perspectives. Learning and Instruction, 58, 1-8. https://doi.org/10.1016/j.learninstruc.2018.05.001
Hattie, J., & Yates, G. (2015). Visible Learning and the Science of How We Learn. Routledge.
Hofman, W. H., & de Boer, H. (2016). Educational effectiveness and the improvement of learning outcomes: An empirical study. Educational Assessment, Evaluation and Accountability, 28(1), 1-24. https://doi.org/10.1007/s11092-016-9241-1
