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All Journal Intellektika: Jurnal Ilmiah Mahasiswa Konstanta : Jurnal Matematika dan Ilmu Pengelatuan Alam
Hafizhah Khairana
Unknown Affiliation
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Immunology & microbiology Mathematics Social Sciences

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Kesesuaian Implementasi Pembelajaran MIPA dengan Tahap Perkembangan Kognitif Piaget Rayimas Priti Aisyapuri; Hafizhah Khairana; Dela Amelia Damayanti; Reni Reni; Ikmawati Ikmawati; Kurniawan Kurniawan
Intellektika : Jurnal Ilmiah Mahasiswa Vol. 3 No. 5 (2025): Intellektika : Jurnal Ilmiah Mahasiswa
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/intellektika.v3i5.3340

Abstract

This study explores the alignment between science learning practices and children’s cognitive development stages based on Jean Piaget’s theory. Ten academic publications were systematically reviewed to examine how Piaget’s framework can be applied in science education. The findings highlight that integrating cognitive development theory is highly relevant for improving the quality of teaching and learning in schools. At the concrete operational stage (approximately 7–11 years), children learn best through direct experiences, manipulation of real objects, contextual media, and experiments that connect concepts with daily life. These methods help foster curiosity and reinforce conceptual understanding. As learners progress to the formal operational stage (around 11 years and above), they begin to think abstractly, reason logically, and analyze critically. At this level, student-centered approaches, inquiry-based methods, and constructivist learning become more effective in enhancing problem-solving, creativity, and higher-order thinking skills. The review also indicates that adapting instruction to developmental stages supports more meaningful and sustainable learning outcomes. In the Indonesian educational context, this approach can address challenges such as limited classroom facilities, diverse student learning styles, and a curriculum that is often overloaded. By applying Piaget’s insights, teachers can design learning strategies that bridge abstract concepts with concrete understanding, thus increasing student motivation and engagement. In conclusion, aligning science education with Piaget’s cognitive stages is an effective way to improve student performance and ensure long-term academic growth. The study provides valuable input for teachers, researchers, and policymakers in developing innovative, student-centered science and mathematics education.
Seksagesimal Sistem Bilangan Perenampuluhan atau Basis 60 Hafizhah Khairana; Ariantje Dimpudus
Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 2 No. 2 (2024): Juni : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/konstanta.v2i2.3308

Abstract

This study aims to gather sufficient information about the sexagesimal base 60 number system. This research method is a literature study that collects some previous studies to answer about the sexagesimal base 60 number system. The results of this research show that the sexagesimal or sixtieth number system is the same calculation as Babylonian people's astronomical calculations, in their use sexagesimals can be said to be easier to use than decimal numbers, and to this day the sexagesimal number system is still used in a modified form to measure time, angles, geographic coordinates, and is still used in the field of astronomy.
Co-Authors Ariantje Dimpudus Dela Amelia Damayanti Ikmawati Ikmawati Kurniawan Kurniawan Rayimas Priti Aisyapuri Reni Reni