Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Kharismatik : Jurnal Ilmu Pendidikan
Mulya, Zhia Ajrin
Unknown Affiliation
Education

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

Found 2 Documents
Search

 1 
Strategi Inovatif Mengatasi Kesulitan Belajar Siswa SMP: Perspektif Kognitif Piaget: Innovative Strategies to Overcome Learning Difficulties in Junior High School Students: A Piagetian Cognitive Perspective Mulya, Zhia Ajrin; Putri, Indriani Kristanti Kurnia; Chadjijah, Sitti; Hariyanto, Teguh
Risalah Kharisma Vol 2 No 2 (2024): Oktober 2024
Publisher : Sekolah Tinggi Agama Islam Kharisma Cicurug Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70757/kharismatik.v2i2.94

Abstract

Students' learning difficulties remain a fundamental issue in the field of education, particularly in mathematics at the elementary and secondary school levels. This study aims to analyze the factors causing students’ learning difficulties based on Jean Piaget’s theory of cognitive development, and to explore effective strategies for addressing these issues through a holistic approach. The method employed in this research is a Systematic Literature Review (SLR), which is a structured and methodical approach to identifying, evaluating, and synthesizing previous relevant studies. The literature was purposively selected from various national and international academic journals published between 2014 and 2024. The findings reveal that the mismatch between teaching methods and students’ stages of cognitive development is the primary cause of learning obstacles. In addition, affective factors such as emotional intelligence and spiritual well-being significantly influence students’ motivation and participation in the learning process. The study also finds that students’ engagement in religious activities can strengthen character and reduce non-cognitive learning barriers. The conclusion emphasizes the importance of an integrative approach that considers both cognitive and affective aspects in designing effective learning strategies. The implication is that teachers need to thoroughly understand students’ developmental stages in order to implement appropriate, adaptive, and holistic instructional methods.
Kesulitan belajar dalam bingkai teori Piaget pada siswa SMP usia 13–15 tahun: Systematic literature review: Learning difficulties within the framework of Piaget’s theory among junior high school students aged 13–15 years: A systematic literature review Mulya, Zhia Ajrin; Kurnia Putri, Indriani Kristanti; Chadjijah, Sitti
Risalah Kharisma Vol 3 No 2 (2025): Oktober 2025
Publisher : Sekolah Tinggi Agama Islam Kharisma Cicurug Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70757/kharismatik.v3i2.100

Abstract

This systematic literature review addresses the crucial challenge of identifying learning difficulties among junior high school students aged 13-15 through the lens of Piaget's cognitive development theory. The study aims to analyze manifestations of learning difficulties, identify inhibiting factors, and formulate effective intervention strategies based on Piagetian principles. Using the PRISMA 2020 guideline, we conducted a comprehensive analysis of empirical studies from Scopus, Web of Science, ERIC, and other academic databases published between 2005-2025. The results reveal consistent patterns of learning difficulties characterized by dependency on concrete representations, limited abstract reasoning capabilities, and cognitive regression phenomena across mathematics and science subjects. Furthermore, the study identifies significant discrepancies between instructional methods and students' cognitive stages as primary contributing factors. The research concludes by proposing a diagnostic matrix prototype that bridges theoretical Piagetian constructs with practical classroom applications. The findings emphasize the urgent need for cognitive stage-appropriate teaching strategies and have substantial implications for curriculum development, teacher training programs, and educational policy formulation in basic education.
Co-Authors Chadjijah, Sitti Kurnia Putri, Indriani Kristanti Putri, Indriani Kristanti Kurnia Teguh Hariyanto, Teguh