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All Journal MODELING: Jurnal Program Studi PGMI Interdisciplinary Journal of Social Sciences
Harahap, Narti
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Application Of Cognitive Learning Theory In Improving Students' Critical Thinking Skills Harahap, Narti
Interdisciplinary Journal of Social Sciences Vol. 1 No. 2 (2024): September: Learning Transformation and Cognitive Formation in Various Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/ijoss.v1i2.80

Abstract

The ability to think critically is one of the essential skills in the modern era, especially in facing the challenges of a world full of information. This research aims to analyze the impact of applying cognitive learning theory on the development of critical thinking skills in class 6D MIN 1 Batam students. The research uses qualitative methods with a case study approach, involving observation, interviews and document analysis. The research results show that the implementation of cognitive learning theory has a positive impact on students' critical thinking skills. This approach allows students to be more active in the learning process through group discussions, case study analysis, and reflection, which encourages their ability to analyze, evaluate, and solve problems logically. Improving critical thinking skills is also accompanied by strengthening social skills, such as collaboration and communication. However, there are challenges in the form of limited time and the diversity of student abilities. Teachers apply differentiation strategies and various learning methods to overcome these challenges. This research concludes that cognitive learning theory is effective in improving students' critical thinking skills and creating a more interactive learning environment. Research recommends teacher training and provision of adequate resources to support more optimal implementation. These findings demonstrate the importance of cognitive-based learning approaches in the education system to equip students with 21st century skills.
Membangun Generasi Emas: Implikasi Kurikulum Finlandia dan Korea Selatan untuk Pendidikan di Indonesia Yogaswara, Muhammad Reza; Renaldo, Riki; Farinawati, Leny; Rianto, Nanang; Harahap, Narti
MODELING: Jurnal Program Studi PGMI Vol. 13 No. 1 (2026): Maret
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v13i1.3121

Abstract

Penelitian studi literatur sistematis ini menganalisis model kurikulum dan strategi pembelajaran di Finlandia dan Korea Selatan untuk merumuskan implikasi kebijakan bagi penguatan implementasi Kurikulum Merdeka di tingkat pendidikan dasar Indonesia. Dengan menggunakan metode kualitatif tinjauan literatur, data dikumpulkan dari jurnal ilmiah dan dokumen kebijakan dalam rentang waktu 2019-2024. Hasil komparasi menunjukkan adanya dualisme filosofis: Finlandia memprioritaskan kesejahteraan (well-being) siswa, kesetaraan, dan otonomi guru dengan mengurangi beban belajar , sementara Korea Selatan fokus pada kompetensi spesifik dan kesiapan kerja (job readiness) sebagai respons pragmatis terhadap tuntutan ekonomi. Meskipun Kurikulum Merdeka di Indonesia dinilai efektif untuk memperkuat keterampilan abad ke-21, tantangan struktural utamanya adalah kesenjangan kualitas dan pemerataan kompetensi guru serta disparitas regional. Implikasi kebijakan yang disarankan adalah : (1) Peningkatan kualitas dan otonomi guru secara komprehensif sebagai strategi utama. (2) Kurikulum Merdeka perlu menyeimbangkan fokus holistik (well-being) Finlandia dengan adopsi sistematis pada kesiapan kerja Korea Selatan. (3) Mengkonkretkan literasi digital melalui praktik seperti integrasi Computational Thinking (CT) yang diadopsi dari model Finlandia. Rekomendasi ini diharapkan dapat mengatasi kesenjangan dan memperkuat Kurikulum Merdeka.
Co-Authors Farinawati, Leny Nanang Rianto, Nanang Riki Renaldo, Riki YOGASWARA, MUHAMMAD REZA