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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa
Aura Khairunnisa
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Earth & Planetary Sciences Mathematics Other

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Hakikat Pendidikan IPA Ar Rizky Maulana Akbar; Aura Khairunnisa; Indah Puspita Sari; M Rifqy Atsir; Raihan Chandra Gumelar; Wibisono F Budiargo; Wati Sukmawati
Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa Vol. 3 No. 1 (2025): Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/algoritma.v3i1.395

Abstract

Science Education (IPA) has a very important role in the development of science, technology, and in forming critical and analytical thinking patterns of students. Through science learning, students not only gain knowledge about scientific concepts, but are also trained to think critically, systematically, and creatively in dealing with various problems. One aspect that influences the success of science learning is cognitive psychology, which focuses on how individuals process, store, and remember information. Cognitive psychology plays an important role in designing effective learning strategies, which are tailored to the way students understand and manage information. In addition, the learning paradigm used in science education also greatly influences the success of learning. The two main paradigms that are widely considered in science learning are absolutism and constructivism. The absolutism paradigm argues that knowledge is absolute and must be accepted without change, while the constructivism paradigm assumes that knowledge is built through experience and active interaction with the environment. This article aims to explore how the tradition of cognitive psychology influences science learning and examines the differences in the impact of the two paradigms in the context of science education in Indonesia. This discussion is expected to provide a deeper understanding of the importance of applying cognitive psychology and selecting the right learning paradigm in improving the quality of science education.
KONSEP PEMBELAJARAN MICRO LEARNING Nasywaa salamah; Aura Khairunnisa; Muhammad Farras Qoid Mufadhol; Lanardin; Septi Fitri Meilana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 Nomor2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.24635

Abstract

In the swiftly changing field of education and training, micro learning has emerged as a key strategy that caters to the demand for more adaptable, effective, and learner-focused teaching methods. Micro learning involves delivering educational material in concise, focused segments aimed at specific learning objectives and usually achievable in a brief timeframe. This approach resonates with modern cognitive science theories, which indicate that shorter, targeted learning experiences can enhance knowledge retention and student engagement. By leveraging digital platforms and diverse multimedia formats, including videos, podcasts, infographics, and interactive quizzes, micro learning increases accessibility and provides customized learning pathways tailored to individual preferences and styles. This article explores the fundamental concepts of micro learning, its theoretical frameworks, and its advantages in comparison to conventional long-form educational methods. Additionally, the paper addresses the practical application of micro learning in both educational and corporate environments, the technological resources that support it, and the various challenges that educators and organizations may encounter during its implementation. Recommendations for enhancing the effectiveness of micro learning initiatives are also included. By thoroughly examining the concepts and practices of micro learning, this study enhances our understanding of its influence on the future of education and professional growth.  
Co-Authors Ar Rizky Maulana Akbar Indah Puspita Sari Lanardin M Rifqy Atsir Muhammad Farras Qoid Mufadhol Nasywaa salamah Raihan Chandra Gumelar Septi Fitri Meilana Wati Sukmawati Wibisono F Budiargo