Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal BIOCHEPHY: Journal of Science Education NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Rahmadina, Sofia
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Evolusi Pendidikan Klasik dan Modern Serta Kajian Terhadap Faktor-Faktor Pendidikan Rahmadina, Sofia; Hindana, Nihna Faradila; Haq, Arinda Faradisal; Alifia, Febby Erlyta; Mahardika, I Ketut; Yusmar, Firdha; Firdausi, Soraya; Astuti, Sri Rejeki Dwi
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 6 No. 1 (2025): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Februari 2025
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v6i1.3381

Abstract

The Educational theories are fundamental in developing effective teaching methods and strategies. They serve as a guide for educators to understand various aspects of the teaching-learning process, including student motivation, cognitive development, and social interactions. Key educational theories offer unique perspectives on how education should be conducted. Jean Piaget's theory of cognitive development emphasizes that children undergo four distinct stages of cognitive growth, each with unique characteristics and abilities. This theory significantly influences curriculum design and teaching methods appropriate for different cognitive levels. Albert Bandura's social learning theory highlights the importance of observation and imitation in learning. He argues that people learn many behaviors by observing others and the consequences of those behaviors, underscoring the role of social environments and peer interactions in education. Constructivism, popularized by Lev Vygotsky and Piaget, posits that learners actively construct their knowledge through interaction with their environment. This approach stresses the importance of hands-on experiences and contextual learning in developing student understanding. B.F. Skinner's behaviorism theory focuses on the role of reinforcement and punishment in shaping student behavior. According to this theory, behavior can be systematically shaped and controlled through positive and negative reinforcement. These theories, along with others such as humanism and cognitive theory, provide valuable frameworks for educators to design and implement effective teaching strategies. Understanding and applying various educational theories can create a better learning environment that supports students' holistic development.
PENERAPAN PENDEKATAN KONTEKSTUAL UNTUK MENINGKATKAN PEMAHAMAN KONSEP PADA MATERI ZAT DAN PERUBAHANNYA SISWA KELAS VII DI SMPN 1 KALISAT Aulia, Irma Rohimah; Maharani, Teresia Intan; Rahmadina, Sofia; Nofiah, Firda Ani; Salsabila, Mafatu Zahra; Sumiati, Ika Dewi
BIOCHEPHY: Journal of Science Education Vol. 5 No. 2 (2025)
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan mendeskripsikan secara rinci bagaimana pendekatan kontekstual diterapkan untuk memperkuat pemahaman konsep pada materi zat dan perubahannya pada siswa kelas VII SMP Negeri 1 Kalisat. Penelitian ini dilatarbelakangi oleh rendahnya kemampuan siswa dalam memahami konsep-konsep abstrak karena metode pembelajaran masih berpusat pada guru serta minimnya keterkaitan antara materi dengan pengalaman nyata. Menggunakan metode deskriptif kualitatif, data diperoleh melalui observasi dan wawancara terhadap guru IPA dan siswa yang terlibat langsung dalam proses pembelajaran. Hasil penelitian menunjukkan bahwa integrasi situasi dan fenomena sehari-hari melalui pendekatan kontekstual mampu meningkatkan keterlibatan siswa, memperkuat pemahaman konsep, serta mengembangkan kemampuan berpikir kritis. Guru berperan sebagai fasilitator yang membantu siswa membangun konsep melalui pengalaman autentik, diskusi kelompok, dan kegiatan reflektif. Kendala seperti kurangnya fasilitas laboratorium dan keterbatasan waktu dapat diatasi dengan penggunaan media pembelajaran sederhana. Secara keseluruhan, pendekatan ini efektif mendukung pembelajaran IPA yang lebih bermakna dan sejalan dengan prinsip Kurikulum Merdeka.
Co-Authors Alifia, Febby Erlyta Aulia, Irma Rohimah Firdha Yusmar Haq, Arinda Faradisal Hindana, Nihna Faradila I Ketut Mahardika Maharani, Teresia Intan Nofiah, Firda Ani Salsabila, Mafatu Zahra Soraya Firdausi Sri Rejeki Dwi Astuti