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All Journal Jurnal Nuansa Akademik: Jurnal Pembangunan Masyarakat Asas wa Tandhim: Jurnal Hukum, Pendidikan, dan Sosial Keagamaan
muminin, Nashrul
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Relevansi Teori Kognitif Menurut Jerome Seymour Bruner terhadap Strategi Pembelajaran Bermakna di Era Digital Surur, Misbahul; Alifudin, Muhamad; muminin, Nashrul; Syafitri, Lely Hidayah Nur
Asas Wa Tandhim: Jurnal Hukum, Pendidikan Dan Sosial Keagamaan Vol. 2 No. 2 (2023)
Publisher : Universitas Cokroaminoto Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/awtjhpsa.v2i2.3219

Abstract

This study examines the relevance of Jerome Bruner's cognitive theory to meaningful learning in the digital age. Using a literature review method, it was found that Bruner's discovery learning concept, three modes of representation, and spiral curriculum remain effective when combined with technologies such as LMS and AR/VR. The study results indicate that the integration of Bruner's theory and technology can increase cognitive engagement and create active and contextual learning.
Pembelajaran Berbasis Pengalaman Sebagai Inti Teori Konstrukturvisme John Dewey Dalam Perspektif Psikologi Pendidikan muminin, Nashrul; Yurniati, Yurniati; Perimasanti, Riza Dyah Ayu; Syafitri, Lely Nur Hidayah
Nuansa Akademik: Jurnal Pembangunan Masyarakat Vol. 8 No. 2 (2023)
Publisher : Lembaga Dakwah dan Pembangunan Masyarakat Universitas Cokroaminoto Yogyakarta (LDPM UCY)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/jnajpm.v8i2.3218

Abstract

This study examines experiential learning within John Dewey's constructivist theory from an educational psychology perspective. Using a literature review method, this study examines the role of direct experience in shaping student understanding and development. The results indicate that experiential learning enhances conceptual understanding, reflective attitudes, social skills, and learning motivation. Dewey's approach has proven relevant to modern education, which demands active and contextual learning. It is recommended that teachers integrate real-life experiences to create meaningful and sustainable learning.
Co-Authors Alifudin, Muhamad Lely Nur Hidayah Syafitri Perimasanti, Riza Dyah Ayu Surur, Misbahul Syafitri, Lely Hidayah Nur Yurniati, Yurniati