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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 28 Documents
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Pengaruh Persepsi Terhadap Fasilitas Laboratorium Komputer dan Minat Belajar Terhadap Hasil Belajar Autocad Siswa Lady Maria Monica Agustine Fonataba; Wahyu Dwi Mulyono
Kognisi: Jurnal Ilmu Keguruan Vol. 3 No. 2 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v3i2.620

Abstract

Penelitian ini bertujuan menguji kontribusi persepsi siswa terhadap fasilitas laboratorium komputer dan minat belajar terhadap hasil belajar AutoCAD pada Program Keahlian Konstruksi Gedung dan Sanitasi (KGS). Penelitian menggunakan desain kuantitatif ex post facto dengan penafsiran asosiatif, bukan kausal. Sampel analitik mencakup 103 siswa kelas X dari tiga kelas KGS yang memiliki data lengkap. Persepsi terhadap fasilitas laboratorium diukur dengan 24 butir, minat belajar dengan 18 butir, sedangkan hasil belajar diukur melalui tugas praktik AutoCAD menggunakan rubrik tujuh komponen. Konsistensi internal instrumen tergolong baik (α = 0,869 dan α = 0,901). Data lapangan menunjukkan hanya 16 siswa (15,5%) memiliki laptop pribadi, sedangkan 87 siswa (84,5%) tidak memilikinya; observasi juga menemukan beberapa perangkat laboratorium yang tidak berfungsi optimal. Hasil regresi sederhana menunjukkan bahwa fasilitas laboratorium tidak berkontribusi signifikan terhadap hasil belajar, B = -0,092, t(101) = -0,814, p = 0,418, R² = 0,007. Minat belajar juga belum menunjukkan kontribusi signifikan, B = -0,237, t(101) = -1,838, p = 0,069, R² = 0,032. Secara simultan, kedua prediktor tidak signifikan, F(2, 100) = 1,773, p = 0,175, R² = 0,034. Temuan ini tidak menunjukkan bahwa fasilitas dan minat tidak penting, tetapi mengindikasikan bahwa keduanya belum cukup menjelaskan variasi keterampilan AutoCAD. Peningkatan pembelajaran perlu memadukan pemerataan akses perangkat, perbaikan laboratorium, latihan terstruktur, umpan balik formatif, dan pengukuran faktor lain seperti kemampuan awal, literasi digital, efikasi diri, serta regulasi diri.
Rekonstruksi Kurikulum Pendidikan Islam dalam Pemikiran Buya Hamka dan Mahmud Yunus: Studi Komparatif dan Relevansinya bagi Pendidikan Kontemporer Ika Ayu Rohmiyanti; Mukh. Nursikin
Kognisi: Jurnal Ilmu Keguruan Vol. 3 No. 2 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v3i2.362

Abstract

Artikel ini menganalisis dan membandingkan konstruksi kurikulum pendidikan Islam dalam pemikiran Buya Hamka dan Mahmud Yunus serta menilai relevansinya bagi pendidikan Islam kontemporer. Naskah awal yang cenderung deskriptif-biografis direkonstruksi menjadi kajian komparatif berbasis telaah pustaka integratif. Sumber primer berupa karya-karya utama kedua tokoh yang membahas pendidikan, akhlak, pengajaran, dan lingkungan pendidikan, sedangkan sumber sekunder terdiri atas artikel ilmiah yang dapat diakses secara daring mengenai pemikiran Hamka, Mahmud Yunus, integrasi kurikulum, pendidikan karakter, dan reformasi pendidikan Islam. Analisis dilakukan melalui identifikasi unit gagasan, kategorisasi tema, perbandingan antarkategori, serta sintesis kontekstual. Hasil kajian menunjukkan bahwa Hamka dan Mahmud Yunus sama-sama menolak reduksi pendidikan Islam menjadi transmisi pengetahuan agama semata. Keduanya menempatkan akhlak, kebermanfaatan sosial, keseimbangan dunia-akhirat, peran keteladanan pendidik, dan keterhubungan keluarga-sekolah-masyarakat sebagai unsur penting pendidikan. Perbedaannya terletak pada tekanan konseptual: Hamka lebih kuat pada pembentukan pribadi, kemerdekaan berpikir, adab, perkembangan potensi, dan relasi pendidikan dengan kebudayaan; sedangkan Mahmud Yunus lebih sistematis dalam merumuskan tujuan, struktur isi, metode, jenjang, pengajaran bahasa Arab, integrasi ilmu agama dan umum, serta pembaruan kelembagaan. Sintesis keduanya menghasilkan kerangka kurikulum Islam integratif-humanistik yang mencakup orientasi teologis-etis, integrasi pengetahuan, pedagogi aktif dan bertahap, pembentukan karakter, relevansi sosial, serta ekologi pendidikan kolaboratif. Temuan ini menegaskan bahwa pemikiran kedua tokoh tetap produktif sebagai sumber konseptual untuk merancang kurikulum yang religius, adaptif, tidak dikotomis, dan berorientasi pada perkembangan peserta didik.
Academic Paper-Writing Performance of First-Year Early Childhood Islamic Education Students Wina Santyani; Khamim Zarkasih Putro; Siti Zubaedah
Kognisi: Jurnal Ilmu Keguruan Vol. 4 No. 1 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v4i1.374

Abstract

Academic writing is a foundational practice through which university students learn to organize knowledge, construct arguments, use evidence, and participate in disciplinary communities. This study examined the quality of academic paper writing produced by first-semester students in the Early Childhood Islamic Education (PIAUD) program at Universitas Islam Negeri Sunan Kalijaga, Indonesia. A descriptive document-analysis design was used, combining quantitative scoring with qualitative interpretation. The unit of analysis comprised 14 group papers submitted at the end of an Indonesian Language course in the 2024/2025 academic year: seven papers from Class A and seven from Class C. Each paper was evaluated on five dimensions reported in the source dataset: language use, thematic relevance, organization, presentation/neatness, and references. Descriptive statistics were recalculated from the paper-level scores. The overall mean was 81.07 (SD = 2.30), with Class A averaging 80.57 and Class C 81.57. Ten of the 14 papers (71.43%) were classified as good and four (28.57%) as fair; all papers met the study's minimum passing criterion of 75. Presentation/neatness was the strongest dimension (M = 85.00), whereas organization (M = 78.21) and language use (M = 78.57) were the weakest. Qualitative observations in the original dataset further indicated recurring difficulties in academic conventions, including punctuation and spelling, systematic organization, formatting consistency, citation practice, and limited use of scholarly sources. The findings suggest that first-year students can produce acceptable academic papers, but their performance remains transitional rather than fully proficient. Explicit genre instruction, transparent rubrics, scaffolded source-use practice, reference-management training, and iterative feedback are recommended. Because the analyzed texts were group products and the original scoring instrument lacked reported inter-rater reliability, the findings should be interpreted as a profile of paper quality rather than a direct measure of individual writing competence.
The Meaning of Instructional Supervision for Islamic Religious Education Teachers in Public Elementary Schools Alwi Ilqam Ma'arif; Rahmat Hariyadi
Kognisi: Jurnal Ilmu Keguruan Vol. 4 No. 1 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v4i1.378

Abstract

Instructional supervision is expected to function as professional support rather than merely as administrative control, particularly for Islamic Religious Education (IRE) teachers whose classroom responsibilities combine pedagogical demands with the contextual integration of Islamic values. This study explores how IRE teachers in public elementary schools understand and experience instructional supervision, how supervision is implemented, and which conditions shape its perceived usefulness. A qualitative descriptive case-study design was employed in three public elementary schools in Banyubiru District, Semarang Regency, Indonesia: SDN Banyubiru 01, SDN Banyubiru 03, and SDN Banyubiru 04. Seven informants were selected purposively, comprising three principals, one IRE supervisor, and three IRE teachers. Data were generated through observation, interviews, and document study. Credibility was strengthened through source and method triangulation, member checking, and peer debriefing. Analysis followed data reduction, data display, and conclusion drawing. The findings show that supervision was implemented as a sequence of planning, classroom observation, individual feedback, group supervision, and follow-up. Teachers interpreted effective supervision as a space for reflection, practical problem solving, professional learning, and improvement of instructional planning and classroom practice. Its value was strongest when supervision was scheduled, dialogic, participatory, solution-oriented, and responsive to the local teaching context. Conversely, supervision was perceived as less meaningful when it became document-centered or formalistic. Time constraints and limited integration of technology also emerged as challenges. The study indicates that developmental, collaborative, and context-sensitive supervision is particularly relevant for strengthening IRE teachers' professional practice in elementary schools.
Peer Supervision as Collaborative Professional Learning for Islamic Religious Education Teachers Ika Ayu Rohmiyanti; Rahmat Hariyadi
Kognisi: Jurnal Ilmu Keguruan Vol. 4 No. 1 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v4i1.395

Abstract

Teacher professional development is most likely to influence practice when it is embedded in teachers’ daily work, collaborative, reflective, and supported by actionable feedback. Peer supervision is one school-based mechanism that can combine these characteristics, yet its enactment in Islamic Religious Education (Pendidikan Agama Islam/PAI) remains underexplored. This study examines how peer supervision was implemented to support PAI teachers’ professional learning at SMPIT Nurul Islam Tengaran, Semarang Regency, Indonesia; the conditions perceived to shape its effectiveness; and its reported contributions to teaching practice. A qualitative case-study design was employed. The source study used purposive sampling, classroom observation, interviews, and document analysis, with evidence reported from the principal, vice principal for curriculum, a PAI teacher serving as peer supervisor, and a supervised PAI teacher. Data were reduced, organized around the research questions, displayed thematically, and interpreted through source and technique triangulation. Findings show that peer supervision had been institutionalized as a once-per-semester cycle involving supervisor-team formation, pre-observation conferencing, lesson preparation, classroom observation, and post-observation feedback. Its developmental value was associated with collegial relationships, negotiated scheduling, leadership encouragement, visible school-wide participation, and follow-up training. Reported outcomes included greater awareness of instructional strengths and weaknesses, more disciplined preparation of teaching modules, increased reflection, and experimentation with active-learning strategies. However, perceptions of impact were not uniform: the supervised teacher viewed changes in teaching quality more cautiously than the supervising teacher, suggesting that the strongest evidence concerns reflective learning and instructional discipline rather than proven causal improvement. The study positions peer supervision as a promising form of collaborative professional learning when it is framed as developmental rather than punitive and linked to sustained follow-up.
The Effect of Game-Based Learning through an Escape Room on Mathematical Critical Thinking Skills Sasella Noveria; Nina Agustyaningrum; Dita Aldila Krisma
Kognisi: Jurnal Ilmu Keguruan Vol. 4 No. 1 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v4i1.595

Abstract

This study was motivated by the low level of critical thinking skills among students in mathematics learning. The study aims to determine the differences in critical thinking skills between students who learn using a game-based learning model through an escape room game and those who learn through direct instruction, as well as to analyze the improvement in critical thinking skills before and after the intervention. This study employs a quantitative approach using a quasi-experimental design. The sample was selected using cluster random sampling, involving an experimental class and a control class. Data collection was conducted through critical thinking ability tests in the form of pre-test and post-test. Data analysis utilized the Mann-Whitney U test, the Wilcoxon Signed Rank test, N-Gain, and Effect Size. The results indicate a significant difference in the improvement of critical thinking skills between the experimental class and the control class (Z=-2.82; p<0.05). Additionally, there was a significant improvement in the experimental class before and after the intervention (Z=-4.52; p<0.05). The N-Gain value of  falls into the low category, while the Effect Size value of  indicates a high effect. Thus, the game-based learning model through an escape room game influences the improvement of students’ critical thinking skills and can be used as an alternative learning method that fosters critical thinking in mathematics education.
Islamic Guidance and Counseling for Adolescent Emotion Management Ega Oktafiya; Muhamad Rozikan
Kognisi: Jurnal Ilmu Keguruan Vol. 4 No. 1 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v4i1.596

Abstract

Adolescents' capacity to manage emotion is closely related to psychosocial adjustment, learning engagement, peer and teacher relationships, and mental health. In Islamic schools, counseling services may combine evidence-informed emotion-regulation support with religious resources that are meaningful to students. This study examined how Islamic Guidance and Counseling (IGC) was implemented to support students' emotion management at SMP Islam Ngadirejo, Temanggung, Indonesia, and identified the barriers encountered in practice. A qualitative descriptive field design was employed. Primary data were derived from interviews with the school counselor and students, while observations, documentation of counseling activities, and school-profile materials provided contextual evidence. Data were organized through reduction, display, and conclusion drawing, with source and technique triangulation used to strengthen interpretive credibility. Findings indicate a tiered service architecture comprising classroom guidance, group guidance, individual counseling, group counseling, home visits, and case conferences. These modalities were integrated with Qur'anic and Prophetic values and practices such as istighfar, Qur'an recitation, self-reflection, and encouragement of voluntary night prayer. The counselor adopted a proactive, firm-yet-persuasive, and collaborative approach involving teachers and families. Participants perceived improvements in students' emotional control and learning functioning, although the qualitative design does not permit causal claims. Major barriers included the image of counseling as disciplinary policing, reluctance to disclose personal concerns, limited time and personnel, inconsistent coordination, variable family involvement, and weak data management. The study suggests that Islamic school counseling is most promising when religious meaning-making is integrated with relational safety, confidentiality, explicit emotion-regulation skills, and school-wide coordination.
Augmented Reality Supported by Deep-Learning-Oriented Pedagogy for Solar System Learning: Development and Preliminary Evaluation of Junior High School Students’ Creative Thinking Bagas Brilian Ramadhan; Meida Wulan Sari; Sri Yamtinah; Bayu Antrakusuma
Kognisi: Jurnal Ilmu Keguruan Vol. 4 No. 1 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v4i1.625

Abstract

Creative thinking is increasingly recognized as a core learning outcome in science education, yet abstract astronomical concepts can be difficult for junior high school students to explore through conventional two-dimensional media. This study developed and preliminarily evaluated an augmented reality (AR) learning medium integrated with a deep-learning-oriented pedagogy for the Solar System topic. In this article, deep learning refers to an educational approach that emphasizes active knowledge construction, meaningful connections, reflection, and sustained cognitive engagement rather than artificial-intelligence deep learning. The study employed a Research and Development design using the ADDIE model. Two expert validators reviewed the product, and the implementation involved 32 Grade VII students selected through cluster random sampling from a population of 296 students at SMP Negeri 3 Karanganyar, Indonesia; a small-scale trial involved 10 students, and two science teachers provided practicality responses. Data were collected through observation, interviews, expert-validation questionnaires, student and teacher response questionnaires, and a 10-item pretest-posttest instrument adapted from the Torrance Test of Creative Thinking dimensions of fluency, flexibility, originality, and elaboration. Expert-validation coefficients were .89 for AR media, .82 for content and language, .87 for the deep-learning lesson plan, and .80 for test content. Practicality ratings reached 83% in the small-scale trial, 88% among students in the limited-scale implementation, and 91% among teachers. A paired-samples comparison indicated a significant pre-post difference (p = .001), while the mean normalized gain was .4460, representing a moderate improvement. Fluency showed the largest gain (.4683) and elaboration the smallest (.3495). The findings support the feasibility and educational promise of combining interactive AR visualization with cognitively engaging pedagogy. Because the implementation used a one-group pretest-posttest design without a control group, the results should be interpreted as preliminary evidence rather than a causal estimate of effectiveness.

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