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Maria Indriani Sesfao
Institut Agama Kristen Negeri Kupang, Fakultas Keguruan dan Ilmu Pendidikan, Program Studi Pendidikan Agama Kristen
Education Mathematics Other

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PEMANFAATAN MEDIA PEMBELAJARAN BERBASIS KOGNITIF UNTUK MENINGKATKAN PROSES BERPIKIR SISWA Marisa Levinda Atamou; Jefan Dreanzy Marjunov Kadjakoro; Ine Setiawati Bani Woli; Rey Matheos Herson Nafie; Yori Madelina Tafuli; Maria Indriani Sesfao
ADIBA : JOURNAL OF EDUCATION Vol. 4 No. 4 (2025): JULI
Publisher : CV. ADIBA AISHA AMIRA

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The use of cognitive-based learning media is an innovative approach to enhancing students’ thinking processes. This type of media is designed to stimulate cognitive functions such as attention, perception, memory, and problem-solving, all of which play a crucial role in knowledge construction. This study aims to explore the effectiveness of implementing learning media that actively support students' mental engagement. Using a literature review method, data were gathered from various journals, books, and research reports related to cognitive learning theories and the use of educational media. The findings show that cognitive-based media such as interactive simulations, educational videos, and digital applications that require exploration and reflection help students understand concepts more deeply and critically. Additionally, such media foster active student participation, enhance information retention, and develop logical and systematic thinking patterns. Therefore, teachers must have a solid understanding of how to select and integrate appropriate learning media that align with students’ cognitive characteristics and learning needs.
IMPLEMENTASI TEORI SIBERNETIK PADA PEMBELAJARAN PAK DI TINGKAT SMP Dion Stefanus Adu; Yedija A. M. Tahun; Yandri E. Fina; Jesi M. Ottu; Reiner Sabat; Maria Indriani Sesfao
ADIBA : JOURNAL OF EDUCATION Vol. 4 No. 4 (2025): JULI
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study explores the implementation of Cybernetic Theory in the learning process of Christian Religious Education (CRE) at the junior high school level. Cybernetic Theory emphasizes the role of feedback, control systems, and dynamic interaction between teacher, student, and learning environment. In this context, the teacher acts as a regulator who directs the flow of information and guides students through a process of continuous learning adjustment. This research highlights how feedback mechanisms such as reflection, evaluation, and teacher-student dialogue can improve student engagement and understanding in CRE classes. The study also examines the integration of technology as a medium for interactive learning, which aligns with cybernetic principles. Through qualitative analysis of observations and interviews, the findings indicate that the application of Cybernetic Theory encourages more responsive, participatory, and student-centered learning in CRE. This approach not only enhances cognitive and spiritual growth, but also cultivates ethical awareness and self-regulation among students. The study concludes that Cybernetic Theory offers a relevant and adaptive pedagogical framework for Christian education in the digital era, especially in addressing the developmental needs of adolescents in junior high schools.
Co-Authors Dion Stefanus Adu Ine Setiawati Bani Woli Jefan Dreanzy Marjunov Kadjakoro Jesi M. Ottu Marisa Levinda Atamou Reiner Sabat Rey Matheos Herson Nafie Yandri E. Fina Yedija A. M. Tahun Yori Madelina Tafuli