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All Journal Journal on Education Jurnal Inovasi dan Teknologi Pembelajaran
Nyoman Maesha Bramanda
Universitas Pendidikan Ganesha
Education

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Keterkaitan Kajian Filsafat pada Teori-Teori Belajar dalam Implementasi Kurikulum Merdeka Nyoman Maesha Bramanda; Desak Putu Parmiti; I Nyoman Jampel; Dewa Bagus Sanjaya
Journal on Education Vol. 7 No. 2 (2025): Journal on Education: Volume 7 Nomor 2 Tahun 2025 In Progress (Januari-Februari
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i2.8007

Abstract

Learning theories have broad implications in various aspects of life. In education, learning theories are used to design curricula, select teaching methods, and evaluate learning outcomes. This paper presents a comparative literature review of three major learning theories: behaviorism, humanism, and cognitivism, in the context of the Merdeka Curriculum. This study analyzed 30 scientific journals published in the last 5 years using thematic analysis to identify key themes and compare the perspectives of the three theories. The results show that behaviorist theory emphasizes observable behavioral changes, while cognitive theory focuses on internal mental processes. Humanistic theory, on the other hand, highlights the importance of intrinsic motivation and a supportive learning environment. The implications of these findings are the importance of combining elements of the three theories in designing effective learning, so that students not only acquire knowledge but also develop critical thinking skills and a positive attitude towards learning. This research makes a significant contribution to our understanding of the relevance of learning theories in the context of the Merdeka Curriculum. By identifying the gap between theory and practice, this research is expected to provide input for the development of a curriculum that is more responsive to student needs and the development of science.
Contextual problem-based project-based learning as an effective strategy to improve science process skills and science achievement Nyoman Maesha Bramanda; I Gusti Ngurah Pujawan; I Dewa Ayu Made Budhyani
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 13 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v13i12026p014

Abstract

This study examines the effect of a contextual problem-based Project Based Learning (PjBL) model assisted by E-LKPD on science process skills and science learning achievement of fifth-grade elementary school students. This research employed a quasi-experimental method with a posttest-only control group design involving two intact classes in the Diponegoro Cluster, West Denpasar. Data were collected using a science achievement test and an observation sheet of science process skills and analyzed using MANOVA. The results indicate that students taught through contextual problem-based PjBL assisted by E-LKPD achieved significantly higher science process skills and science learning achievement than those taught using conventional instruction, both partially and simultaneously. Practically, this learning model supports the implementation of the current competency-based curriculum by promoting student-centered learning, strengthening scientific inquiry skills, and facilitating meaningful science learning through contextual project activities in elementary schools.
Co-Authors Desak Putu Parmiti Dewa Bagus Sanjaya I Dewa Ayu Made Budhyani I Gusti Ngurah Pujawan I Nyoman Jampel