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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Primary Education Journal (PRIMADONA)
Rafika Putri
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Cognitive Processing and Neurodevelopmental Perspectives on Misconceptions in Elementary Science Education: A Comprehensive Analysis Muhammad Rusli; Mochamad Nursalim; Diana Rahmasari; Rafika Putri; Mahardika Darmawan Kusuma Wardana; Ria Alfian Rizkya Putri; Nurul Mahruzah Yulia
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.13003

Abstract

Misconceptions in elementary science education are a persistent challenge embedded in the cognitive architecture and neurodevelopmental trajectories of young learners. This comprehensive analysis examines the phenomenon of science misconceptions in elementary school students through the integrated lens of cognitive processing theory and brain development research. By synthesizing contemporary neuroscience findings with an established cognitive psychology framework, this article elucidates the neurobiological underpinnings of misconception formation, persistence, and potential remediation strategies. The analysis reveals that misconceptions are not simply learning errors but, rather, systematic constructs arising from the interaction of developing neural networks, limited cognitive resources, and intuitive reasoning patterns. Limited prefrontal cortex maturity, working memory constraints, and a tendency toward intuitive thinking create a developmental context in which misconceptions naturally emerge. Next, the article explores how neurodevelopmental factors (such as synaptic pruning and executive function development) influence the process of conceptual change. By testing various theoretical frameworks, including conceptual change theory and the dual-process model of cognition, in a neurodevelopmental context, this work provides educators and researchers with a deeper understanding of why misconceptions persist and how evidence-based instructional strategies aligned with brain development can facilitate more effective conceptual understanding. Implications of this study include curriculum design, teacher training, and assessment practices that respect the developmental realities of elementary school students.
Memetakan Pikiran: Tinjauan Komprehensif tentang Metakognisi dan Fungsi Eksekutif dalam Pembelajaran Sains di Sekolah Dasar Rafika Putri; Mochamad Nursalim; Diana Rahmasari; Muhammad Rusli; Nurul Mahruzah Yulia; Gemala Qurbani; Ria Alfian Rizkya Putri
Jurnal Penelitian Pendidikan IPA Vol 11 No 11 (2025): November
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i11.13102

Abstract

This study aims to comprehensively review the development and research trends of metacognition and executive function in elementary science education. The research employed a comprehensive literature review approach to map the evolution, key themes, and future directions in this field. Articles were retrieved from the Scopus and Web of Science databases using the keywords “metacognition,” “executive function,” and “elementary science education,” covering the years 2015-2025. The selection and analysis followed the PRISMA Guidelines, while bibliometric mapping was conducted using VOSviewer software. The findings indicate that metacognition occupies a central position in the global research network and is strongly associated with self-regulation, motivation, and executive function. Three major clusters emerged: (1) theoretical and cognitive foundations of learning, (2) pedagogical and reflective practices in science classrooms, and (3) cross-cultural and contextual applications. The trend shows a shift from conceptual analyses to technology-enhanced and inquiry-based implementations. It can be concluded that strengthening metacognitive-executive abilities promotes students’ critical thinking, cognitive flexibility, and self-regulation, which are essential for 21st-century science education.
Conceptual Map of Bugis Local Wisdom as a Source of Holistic Character Education in Elementary Schools: A Synthesis of the Values of Siri’, Pacce, Sipakatau, and Tabe’ Muhammad Rusli; Rafika Putri
Primary Education Journal (PRIMADONA) Vol. 2 No. 03 (2026): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i03.6069

Abstract

The rapid pace of globalization has raised concerns about the erosion of local wisdom as a foundation for character formation among the younger generation, including the local wisdom of the Bugis community in South Sulawesi. Previous studies on the values of siri’, pacce/pesse, sipakatau-sipakalebbi-sipakainge, and tabe’ have generally been discussed separately and descriptively from an ethnographic perspective, leaving a gap in systematic conceptual maps that illustrate the interconnections among these four values as sources of holistic character education in elementary schools. This conceptual article aims to construct such a conceptual map through a library research approach, employing thematic-conceptual analysis of recent literature (2016–2025) on Bugis-Makassar local wisdom and character education. The findings indicate that these four values can be mapped onto four cyclically interrelated character dimensions: self-integrity (siri’), empathy and social solidarity (pacce/pesse), mutual respect (sipakatau-sipakalebbi-sipakainge), and politeness through behavioral habituation (tabe’). The resulting conceptual map integrates these constructs and charts their alignment with the dimensions of the Pancasila Student Profile, positioning Bugis local wisdom as a glocal pathway for character education in elementary schools. Further educational design research is recommended to empirically test the application of this conceptual map.
Co-Authors Diana Rahmasari Gemala Qurbani Mahardika Darmawan Kusuma Wardana Mochamad Nursalim Muhammad Rusli Muhammad Rusli Nurul Mahruzah Yulia Ria Alfian Rizkya Putri