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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Anja Kesuma Putri
Universitas Adzkia
Education

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MENJEMBATANI LOKAL-GLOBAL: KEPEMIMPINAN PENDIDIKAN GLOBAL BERBASIS BUDAYA DI SDN 33 RAWANG PADANG Weni Yulastri; Anja Kesuma Putri; Vilmaisari; Rini Suryati; Halimatul Mahmudah; Kartini; Mujiati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.7094

Abstract

This research analyzes the issues of global educational leadership based on culture at SDN 33 Rawang Padang. Barriers such as a lack of understanding of local and global culture, the dominance of majority culture, limited multicultural training, access to global information, international collaboration, and global school vision were found. Through literature analysis and practice reflection, the article suggests strategies: the development of an integrative vision, multicultural curriculum, teacher training, global-local partnerships, and inclusive leadership. These findings indicate that a holistic approach is necessary for schools to be locally relevant and globally competitive.
PENERAPAN TEORI BELAJAR KOGNITIF DALAM PEMBELAJARAN DASAR DI SDN 33 RAWANG BARAT Dewi Fitriana; Mardona Putra; Anja Kesuma Putri; Hosman; Nur Washli; Anggia Ekasari; Nanang Ady Saputra
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.10899

Abstract

This study aims to explore the application of cognitive learning theories, specifically Gestalt theory, Ausubel's theory, and constructivism, in teaching at SDN 33 Rawang Barat. These theories are implemented to enhance students' understanding and engagement in the learning process. This research employs a qualitative approach with empirical observation, interviews with teachers, and analysis of teaching materials. The findings show that despite challenges in time management, resource limitations, and diverse student abilities, the application of these cognitive theories significantly impacts students' understanding. Teachers who successfully implement these approaches create more meaningful, interactive, and real-life relevant learning experiences. This study suggests that teachers continue to deepen their understanding of cognitive learning theories and focus more on adapting teaching methods to the diverse needs of students.
Co-Authors Anggia Ekasari Dewi Fitriana Halimatul Mahmudah Hosman Kartini Mardona Putra Mujiati Nanang Ady Saputra Nur Washli Rini Suryati Vilmaisari Weni Yulastri