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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH
Sefrinal Sefrinal
Universitas Negeri Padang, Indonesia
Education

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OPTIMALISASI PEMBELAJARAN MELALUI TEORI PEMROSESAN INFORMASI Sefrinal Sefrinal; Imratul Handayani; Hilyati Fadhilah; Annisa Elvina
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 2 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i2.2718

Abstract

A learner's success is determined less by the amount of information received than by how that information is processed, stored, and retrieved when needed. This article examines information processing theory as a framework for understanding the cognitive processes of learning and for explaining why students forget. Using a library research method, it reviews verified books and scholarly journal articles published within the last ten years. The findings show that learning unfolds through a sequence of cognitive stages sensation, attention, encoding, storage, and retrieval strongly shaped by the limited capacity of working memory. Forgetting is understood not merely as failure but as an active process driven by encoding failure, trace decay, interference, and weak retrieval cues. Strategies such as chunking, multimodal instruction, elaborative rehearsal, and constructive feedback effectively manage cognitive load and strengthen retention. The article concludes that teachers' understanding of human cognitive architecture is foundational for designing effective, meaningful, and learner-centered instruction.
PENGALAMAN KEBERMAKNAAN BELAJAR DALAM PERSPEKTIF FENOMENOLOGI PENDIDIKAN DI STKIP PESISIR SELATAN Revi Handayani; Zelhendri Zen; Jasrial Jasrial; Filma Alia Sari; Sefrinal Sefrinal
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.987

Abstract

This sociocultural reality cannot be separated from the learning process, as it shapes students' perspectives, motivations, and learning needs. Learning processes that ignore local realities tend to lose relevance, resulting in a disconnect between the theory they learn and their daily lives. This study aims to understand the meaningful learning experiences of students at STKIP Pesisir Selatan through the perspective of educational phenomenology. The focus lies on how students interpret their learning experiences inside and outside the classroom, as well as the factors that shape meaning in the learning process. The phenomenological approach explores students’ subjective experiences in depth. The findings show that meaningful learning depends not only on course material but also on connections to the local cultural context, social support, the lecturer’s role as a facilitator, and students’ intrinsic motivation. This article contributes to the development of more humanistic, contextual, and reflective learning practices in teacher education institutions.
Co-Authors Annisa Elvina Filma Alia Sari Hilyati Fadhilah Imratul Handayani Jasrial Jasrial Revi Handayani Zelhendri Zen