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All Journal Pedagogi: Jurnal Ilmu Pendidikan Hijri Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Journal of Educational Administration and Leadership (JEAL) International Journal of Humanities Education and Social Sciences Jurnal Teknik Mesin, Industri, Elektro dan Informatika Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan Edukasi Elita : Jurnal Inovasi Pendidikan PESHUM
irsyad irsyad
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Penerapan Behaviorisme dan Kognitivisme dalam Praktik Pedagogis Guru Sekolah Dasar Thalita Fitra Amaliya; Irsyad Irsyad
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 3 No. 3 (2026): Juli: Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v3i3.3270

Abstract

Studi ini bertujuan untuk meneliti penerapan behaviorisme dan kognitivisme dalam praktik pedagogis guru sekolah dasar melalui pendekatan tinjauan pustaka. Dengan menggunakan metode tinjauan pustaka kualitatif, studi ini menganalisis landasan teoritis dari kedua teori pembelajaran tersebut dan implementasinya dalam praktik pengajaran di tingkat pendidikan dasar. Literatur yang relevan dikumpulkan dan dianalisis untuk mengidentifikasi bagaimana teori-teori ini tercermin dalam strategi kelas, desain pembelajaran, dan pengambilan keputusan guru. Temuan menunjukkan bahwa strategi behavioris, seperti penguatan, pengulangan, dan pembentukan kebiasaan, serta pendekatan kognitivis, seperti pemahaman konseptual, pembelajaran bermakna, dan pemecahan masalah, banyak diterapkan di kelas sekolah dasar, seringkali secara kombinasi daripada terpisah. Penerapan teori-teori ini berkontribusi pada praktik pengajaran yang lebih efektif, adaptif, dan berpusat pada siswa, memungkinkan guru untuk mengakomodasi beragam kebutuhan dan karakteristik pembelajaran siswa usia dini. Studi ini menyimpulkan bahwa pemahaman yang kuat tentang behaviorisme dan kognitivisme sangat penting bagi calon guru dan guru yang sedang mengajar dalam merancang pengalaman belajar yang efektif, menarik, dan responsif terhadap perkembangan kognitif dan perilaku siswa.  
Dampak Pembelajaran Berdiferensiasi terhadap Hasil Belajar Siswa Sekolah Dasar: (A Systematic Literature Review) Nurul Husna Zakiyah; Irsyad Irsyad
Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan  Vol. 4 No. 3 (2026): Juli: Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/pragmatik.v4i3.2861

Abstract

This study examined the impact of differentiated learning on the learning outcomes of elementary school students within the implementation of the Merdeka Curriculum. The Indonesian Programme for International Student Assessment (PISA) 2022 results indicated that, despite a rise in national ranking, Indonesian students' scores in literacy, numeracy, and science remained below the OECD average, raising concern about the effectiveness of student-centered learning strategies at the primary level. This article aimed to analyze and synthesize prior research findings regarding the implementation of differentiated learning and its impact on elementary school students' learning outcomes. A Systematic Literature Review (SLR) was conducted by searching Google Scholar, Garuda, ERIC, and Scopus databases using the keywords “differentiated learning,” “pembelajaran berdiferensiasi,” “elementary school,” and “sekolah dasar,” restricted to publications from 2021 to 2026. Fifteen relevant articles were thematically analyzed. The findings showed that differentiated learning, through content, process, and product differentiation, consistently improved cognitive learning outcomes, motivation, and active engagement of elementary students across subjects. Teacher readiness in diagnostic assessment was identified as a key supporting factor, while limited planning time remained the main obstacle. It was concluded that differentiated learning is a relevant strategy that should be strengthened in elementary classroom practice, supported by continuous teacher training.
Co-Authors Ade Angriani Hasta Ahmad Sabandi Andra Novrianto. S Anisah Anisah Antika Rissya Aulia Riski Bian Muda Oktanto Dara Salsabila Triputri Darmansyah Darmansyah Dea Perdana Elsya Ermita Ermita Fahri Kamuli Fefiana Diny Hermawati Hikmah Putri Berliana Iis Syafrianti Ilham Zamil Jasrial Jasrial Jaya Abadi Amroin Lusi Susanti Miftah Jannah Mochamad Bahruddin Muafa Syaifurrohman Muhlis Tahir Muzayyanatul Hikmah Nelfia Adi Nelitawati Nelitawati Nofella Aneva Yurisa Nurul Husna Zakiyah Rifma Rifma Rusdinal Rusdinal Sufyarma Marsidin Sulastri Sulastri Susi Indra Fitri Syahril Syahril Tania Zemerlin TATI NURHAYATI Tesi Rahmadila Putri Thalita Fitra Amaliya Tomy Octovieri Yahya Yahya Yeni Wanita Yulianto Santoso