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Muhammad Istiqlal
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INDONESIA
Kognisi: Jurnal Ilmu Keguruan
Published by Pusat Studi Penelitian dan Evaluasi Pembelajaran Yayasan NCC
ISSN : -     EISSN : 29870240     DOI : https://doi.org/10.59698/kognisi.v1i1.2
Core Subject : Education, Social,
Education Social Sciences Other
Kognisi: Jurnal Ilmu Keguruan mencakup penelitian tindakan kelas, penelitian tindakan sekolah, dan penelitian yang dilakukan untuk perbaikan kualitas pembelajaran di kelas. Jurnal Kognisi bertujuan untuk membantu mengatasi masalah-masalah pembelajaran di kelas dan masalah manajemen pengelolaan sekolah. Peneliti, Akademisi, Praktisi (Guru dan Kepala Sekolah), dan mahasiswa dipersilakan untuk menerbitkan hasil riset PTK dan PTS nya di jurnal Kognisi
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 17 Documents
 1   2 
Pengaruh Pelaksanaan Kurikulum Merdeka dan Peran Guru terhadap Motivasi Belajar Siswa di SMK Batik 2 Surakarta Sekar Endah Pratiwi
Kognisi: Jurnal Ilmu Keguruan Vol. 2 No. 2 (2024)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v2i2.262

Abstract

Pendidikan selalu berupaya menciptakan lingkungan belajar yang memfasilitasi siswa dalam mengembangkan potensi mereka, dengan motivasi belajar sebagai kunci utamanya. Penelitian ini dilakukan di SMK Batik 2 Surakarta untuk mengkaji dampak Kurikulum Merdeka dan peran guru terhadap motivasi siswa kelas XI jurusan manajemen perkantoran. Pendekatan kuantitatif dengan data statistik digunakan untuk mengevaluasi hubungan ini. Hasilnya menunjukkan bahwa implementasi Kurikulum Merdeka memberikan dampak positif yang signifikan terhadap motivasi belajar siswa , sementara peran guru memiliki pengaruh yang kurang signifikan. Meskipun demikian, secara keseluruhan, baik Kurikulum Merdeka maupun peran guru secara bersama-sama memberikan pengaruh positif dan signifikan terhadap motivasi belajar siswa di sekolah tersebut yang dibuktikan dengan nilai F hitung 13,812 yang lebih besar dari Ftabel 3,20 dan nilai signifikansi uji F sebesar 0,000.
Critical Literacy in Indonesian ELT: A Multicultural Approach Based on Banks’ Dimensions of Education Saputra, Heru; Dolendra Paudel
Kognisi: Jurnal Ilmu Keguruan Vol. 2 No. 2 (2024)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v2i2.428

Abstract

In Indonesia’s diverse sociocultural landscape, English language teaching (ELT) is crucial in shaping students’ understanding of multicultural perspectives. However, ELT materials often lack cultural inclusivity and fail to encourage critical engagement with diverse narratives. This conceptual paper explores the integration of the Critical Literacy Approach in ELT to promote multicultural awareness among secondary school students. Using James A. Banks’ Dimensions of Multicultural Education as the analytical framework, this study examines how ELT materials and pedagogical strategies can foster students' ability to question biases, challenge stereotypes, and engage with diverse cultural perspectives. Through a critical review of Indonesian curriculum guidelines, ELT textbooks, and relevant literature, this study identifies how ELT content aligns with content integration, knowledge construction, prejudice reduction, equity pedagogy, and school empowerment—the five dimensions outlined by Banks. The analysis highlights key gaps in representation and suggests strategies for integrating critical literacy-based teaching practices, such as selecting diverse texts, encouraging dialogic discussions, and implementing equity-focused instructional methods. This paper contributes to ongoing discussions on multicultural education in ELT. It offers pedagogical insights for teachers, curriculum designers, and policymakers to create more inclusive and critically engaging English learning environments.
The Enhancement of University Students’ English Vocabulary Acquisition through Memrise Suryanti, Dewi; Fadli, Muhammad
Kognisi: Jurnal Ilmu Keguruan Vol. 3 No. 1 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v3i1.427

Abstract

Vocabulary mastery is one of the key factors in improving English language skills, particularly for university students who are learning a foreign language at the tertiary level. However, based on observations of second-semester students in the Agribusiness Management Study Program at Politeknik Negeri Lampung, it was found that limited vocabulary remains a major obstacle to their ability to construct varied sentences effectively. To address this issue, this study implemented the Memrise application as a digital-based medium for vocabulary learning. Memrise was chosen due to its interactive features, which enable students to learn and retain new vocabulary more effectively through a gamification approach and spaced repetition. This study employed a quasi-experimental method with a pre-test and post-test design on a group of students who received treatment using Memrise. The results revealed that the use of Memrise had a significant positive effect on students’ vocabulary improvement. After the treatment, students were able to use a wider variety of vocabulary in constructing sentences, which directly contributed to greater complexity and diversity in the sentence structures they produced. These findings indicate that the integration of digital technology into language learning can serve as an effective strategy to enhance students’ competence, particularly in enriching vocabulary that supports their English communication skills.
Integrating Developmental Supervision and School Culture to Foster Teacher Professional Growth Umniatuz Zahro
Kognisi: Jurnal Ilmu Keguruan Vol. 3 No. 1 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v3i1.349

Abstract

This study investigates the implementation of developmental supervision by the principal in enhancing teacher professionalism at SMP Birrul Ummah Tegalrejo. Employing a qualitative descriptive approach with a case study design, data were collected through in-depth interviews, classroom observations, and document analysis. The findings reveal that developmental supervision plays a strategic role in improving educational quality by functioning not merely as control but as continuous professional guidance. Effective supervision, when carried out in a planned, need-based, and collaborative manner, fosters teachers’ pedagogical, professional, social, and personal competencies. The results also highlight the importance of a positive school culture, reflective practices, and the principal’s role as both mentor and facilitator in creating an environment conducive to professional growth. Furthermore, developmental supervision encourages instructional innovation, the use of interactive learning media, and contributes to enhancing teachers’ motivation as well as students’ learning outcomes. Overall, this study underscores that developmental supervision integrated with teacher professional development empowers teachers to optimize their potential and supports the creation of high-quality learning.
Teacher Professionalism and English Learning Achievement Fadli, Muhammad
Kognisi: Jurnal Ilmu Keguruan Vol. 3 No. 1 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v3i1.424

Abstract

This study investigates the effect of teacher certification on students’ English learning achievement in a vocational high school context. The research employed a causal-comparative quantitative design involving 80 students divided equally into two groups: those taught by certified English teachers and those taught by non-certified teachers. Data were collected through achievement tests and analyzed using descriptive statistics, normality and homogeneity tests, and an independent samples t-test. The results revealed a significant difference between the two groups (t(78) = 1.988, p = 0.025, one-tailed), indicating that students taught by certified teachers achieved higher mean scores (M = 60.50) than those taught by non-certified teachers (M = 53.70). The effect size (Cohen’s d = 0.45) suggests a moderate but educationally meaningful impact of certification on learning outcomes. The findings confirm that teacher certification contributes positively to students’ English achievement by enhancing teachers’ pedagogical competence, professional conduct, and instructional effectiveness. However, the influence of certification is context-dependent and moderated by factors such as teaching practices, institutional support, and the quality of professional development. It is therefore concluded that teacher certification should not be viewed as an endpoint but as a continuous process of professional learning that sustains teaching quality and fosters students’ academic success.
Differentiated Instruction as a Catalyst for Educational Transformation: A Meta-Analysis Muchamad Rizki Eka Setiawan; Raissa Ariadna Putri Josephira; Sari, Desy Kumala; Pri Ariadi Cahya Dinata; Nur Lailatul Rofiah
Kognisi: Jurnal Ilmu Keguruan Vol. 3 No. 1 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v3i1.506

Abstract

Differentiated Instruction (DI) has long been implemented to address the diverse learning needs of students. However, exploring its impact on learning outcomes within the framework of modern education has become increasingly important in understanding its effectiveness in the context of 21st-century learning. This meta-analysis aims to investigate the effect of differentiated instruction on students’ learning outcomes. The research method consisted of the stages of identification, screening, and inclusion. The research sample comprised 14 primary studies, producing a total of 41 effect sizes. The analysis revealed a significant effect (1.02; p < 0.05) of DI implementation on students’ learning outcomes. No significant differences in effect size were found based on measured ability, subject, country, sample size, grade level, or Scopus indexing. In terms of contribution, the country variable accounted for a substantial portion of the “weak” and “small” effect size categories. Consequently, the implementation of DI in Asia has been shown to have a significant impact on improving learning outcomes. Furthermore, differentiated instruction exerts a similar influence across all educational levels, suggesting that it should be optimally applied in both primary and secondary schools. Nevertheless, evaluations of psychomotor learning outcomes within the context of differentiated instruction remain limited. This indicates the need for greater attention to the psychomotor domain in future studies, to ensure that the focus extends beyond cognitive and affective abilities.
Evaluation of the Effectiveness of Unplugged Computational Thinking Training Program for Teachers using ABCD Discrepancy Model Mei Prabowo; Burhan Yusuf Habibi; Mowafg Masuwd
Kognisi: Jurnal Ilmu Keguruan Vol. 3 No. 1 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v3i1.507

Abstract

The ABCD discrepancy evaluation technique is used in this study to assess the efficacy of Computational Thinking (CT) Unplugged instruction at the school level. In order to find discrepancies between anticipated and actual training outcomes, the study looked into the four model components: trainers and program implementers, program and its execution, objectives, and impact. We conducted in-depth interviews with trainee teachers to learn more about the procedure, issues, and difficulties encountered while putting CT into practice. Purposive sampling was employed in this study to examine the effects of CT training on trainee teachers' personal experiences and outcomes. The findings demonstrate that while CT can raise teaching's effectiveness and efficiency, its performance in classrooms can be enhanced by instructors' attitudes toward and commitment to training, as well as by the organizers' technical support and deliberate program monitoring. On the basis of these conclusions, suggestions are presented to enhance the way that CT is used in schools. This study helps us comprehend the opportunities and difficulties of integrating CT in classrooms.

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