CLINICAL OBSERVATION OF LEARNING BEHAVIOR: ANALISIS KONSTRUKTIVISME SOSIAL DAN BEBAN KOGNITIF DALAM PEMBELAJARAN MATEMATIKA KELAS III SD NEGERI 6 BOGAR
Abstract
This classroom observation aims to analyze Grade III students' learning behavior in mathematics learning on standard weight measurement units at SD Negeri 6 Bogar. The study employed a qualitative descriptive method with a case study approach through two classroom observations. The focus of observation included teacher activities, student responses, interaction with instructional media, motivation, active participation, social interaction, and students' cognitive load while learning grams and kilograms. The findings show that Discovery Learning supported by scales, concrete objects, worksheets, and the whiteboard encouraged students to observe, estimate, measure, discuss, and conclude concepts more actively. However, unequal participation, passive behavior during presentations, and possible dominance in group work were still found. The analysis indicates that concrete media helped reduce extraneous cognitive load, while structured scaffolding and reinforcement are still needed to ensure more equal learning participation. The study recommends short interactive videos, digital scale simulations, Canva-based worksheets, simple gamification, group role distribution, and segmented instructions as technology-based pedagogical improvements.
References
Jaramillo-Mediavilla, L., Basantes-Andrade, A., Cabezas-González, M., & Casillas-Martín, S. (2024). Impact of gamification on motivation and academic performance: A systematic review. Education Sciences, 14(6), Article 639. https://doi.org/10.3390/educsci14060639
Kamila, Z., & Kowiyah, K. (2022). Pengembangan media pembelajaran interaktif berbasis Canva pada materi pecahan untuk siswa sekolah dasar. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(1), 72–83. https://doi.org/10.31004/cendekia.v7i1.1663
Margolis, A. A. (2020). Zone of Proximal Development, Scaffolding and Teaching Practice. Cultural-Historical Psychology, 16(3), 15–26. https://doi.org/10.17759/chp.2020160303
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
Nainggolan, I. M. D., Diniyati, S. A. R., & Febriyanto, A. S. (2024). Meningkatkan motivasi belajar siswa melalui perencanaan pembelajaran yang menyenangkan di SMA Labschool Universitas Pendidikan Indonesia. JIKAP (Jurnal Informasi dan Komunikasi Administrasi Perkantoran), 8(6), 599–606. https://doi.org/10.20961/jikap.v8i6.87935
Nuryani, R. F., Mulyasari, E., Hendrawan, D., Hidayati, N., & Maemunah, M. (2025). Implementasi Discovery Learning dalam meningkatkan kemampuan belajar Matematika siswa sekolah dasar. Kalam Cendekia: Jurnal Ilmiah Kependidikan, 13(1), 409–415. https://doi.org/10.20961/jkc.v13i1.97297
Purnama, S. J., & Pramudiani, P. (2021). Pengembangan media pembelajaran interaktif berbasis Google Slide pada materi pecahan sederhana di sekolah dasar. Jurnal Basicedu, 5(4), 2440–2448. https://doi.org/10.31004/basicedu.v5i4.1247
Rahmawati, A., & Nurafni, N. (2024). Pengembangan media interaktif berbasis Canva pada materi pecahan dalam meningkatkan numerasi Matematika di SD. Ideguru: Jurnal Karya Ilmiah Guru, 9(3), 1842–1849. https://doi.org/10.51169/ideguru.v9i3.1392
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Savitri, A. S., Sallamah, D., Permatasari, N. A., & Prihantini, P. (2022). Peran strategi pembelajaran terhadap motivasi belajar siswa. Jurnal Pendidikan Sosiologi dan Humaniora, 13(2), 505–511. https://doi.org/10.26418/j-psh.v13i2.54825
Schoenherr, J., Strohmaier, A. R., & Schukajlow, S. (2024). Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education. Educational Research Review, 43, Article 100639. https://doi.org/10.1016/j.edurev.2024.100639
Siller, H.-S., & Ahmad, S. (2024). The effect of concrete and virtual manipulative blended instruction on mathematical achievement for elementary school students. Canadian Journal of Science, Mathematics and Technology Education, 24, 229–266. https://doi.org/10.1007/s42330-024-00336-y
Skinner, B. F. (1953). Science and human behavior. Macmillan.
Sweller, J. (2024). Cognitive load theory and individual differences. Learning and Individual Differences, 110, Article 102423. https://doi.org/10.1016/j.lindif.2024.102423
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31, 261–292. https://doi.org/10.1007/s10648-019-09465-5
Wibowo, S. A., Degeng, M. D. K., & Praherdhiono, H. (2024). Interactive video for learning Mathematics element of measurement in elementary school. Inovasi Kurikulum, 21(2), 621–634. https://doi.org/10.17509/jik.v21i2.67125
