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Singgih Subiyantoro
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Cognitive Development Journal
Published by Edutech Publishing Media
ISSN : -     EISSN : 30258693     DOI : https://doi.org/10.32585/cognitive
Core Subject : Education,
Other
This journal presents scientific articles that discuss various cognitive aspects, including thinking processes, memory, language, problem-solving, perception, and intelligence. The journal serves as a platform for researchers to share the latest findings, theories, research methods, and empirical discoveries in the field of cognitive development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 31 Documents
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Preparing Indonesian Primary School Teachers for Deep Learning: Readiness, Challenges, and Institutional Support Subiyantoro, Singgih; Musa, Mohamad Zain; Efendi, Agus
Cognitive Development Journal Vol. 2 No. 2 (2024): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v2i2.44

Abstract

The growing influence of deep learning technologies in everyday life has created new demands for educational systems worldwide, prompting efforts to introduce basic concepts of artificial intelligence at earlier stages of learning. In Indonesia, while digital literacy initiatives are gaining momentum, the preparedness of primary school teachers to teach deep learning concepts remains largely unexplored. This study aims to investigate the readiness of Indonesian primary school teachers to teach fundamental deep learning principles, identify the challenges they face, and assess the level of institutional support available to them. A mixed methods design was employed, combining quantitative survey data from 215 teachers with qualitative insights gathered through focus group interviews. The survey measured readiness across technical, pedagogical, and institutional dimensions, while thematic analysis was used to explore deeper experiences and perspectives. The findings reveal that while teachers express strong enthusiasm and recognize the importance of introducing deep learning, their technical understanding and pedagogical confidence remain moderate. Access to training opportunities and digital infrastructure emerged as critical enablers, whereas a lack of curricular guidance and institutional support was cited as major barriers. Teacher motivation is not lacking; rather, systemic support must be strengthened to turn readiness into effective practice. Preparing teachers for deep learning education requires comprehensive strategies that integrate professional development, curriculum design, and infrastructure improvement. This study enriches the limited literature on AI education at the primary level in developing countries and offers practical recommendations for policymakers and educational stakeholders seeking to build future-ready classrooms.
Pre-Service Teachers and Computational Thinking: Designing Meaningful Learning in Higher Education Krisdianto Hadiprasetyo; Exacta, Annisa Prima; Muhammad Zain Musa; Salvador V. Briones II
Cognitive Development Journal Vol. 2 No. 2 (2024): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v2i2.48

Abstract

This study aims to understand the students’ computational thinking skills in statistics. The type of research is descriptive with a qualitative approach. The data collection techniques in this study include 1) Tests; 2) Interviews; 3) Documentation; and 4) Validation Sheets. The data analysis in this study involves: 1) Data condensation; 2) Data presentation; 3) Verification; and 4) Conclusion drawing. The validity of the data in this study is ensured using the technique of triangulation. Subjects were selected using purposive sampling. The instruments used were two statistical problem-solving questions. The results showed that in solving the first and second questions, the respondents could address the problems using the components of Computational Thinking, starting with decomposition, abstraction, and algorithm tasks. However, the pattern recognition component was not evident in the problem-solving process, even though some respondents gave incorrect answers. This was because the respondents did not fully understand the questions. They only read the questions once or twice, so the information was not fully comprehended. Additionally, the respondents only considered the simplest path and overlooked more complex paths in solving the second question. Students can carry out abstraction and algorithmic tasks, but they still struggle with decomposition and pattern recognition. Keywords: student, mathematics, statistics, computational thinking, ability
Optimizing Elementary School Teachers' Competence in AI-Based Learning Media Development through Artificial Intelligence Training Hamda Kharisma Putra; Singgih Subiyantoro; Syifa Fauziah; Akhmad Setyawan
Cognitive Development Journal Vol. 4 No. 1 (2026): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v4i1.67

Abstract

The rapid development of digital technology, particularly Artificial Intelligence (AI), has significantly influenced educational practices, including at the elementary school level. However, many teachers still face challenges in utilizing AI effectively due to limited digital literacy and a lack of training. This study aims to optimize the use of AI in learning through a structured training program for elementary school teachers. The research employed a quantitative approach with a pretest-posttest design involving a group of elementary school teachers as participants. Data were collected through questionnaires, tests, and observations to measure changes in teachers’ knowledge and skills before and after the training. The results indicate a significant improvement in teachers’ understanding and ability to use AI tools for developing instructional media, preparing teaching materials, and conducting assessments. The findings suggest that AI training effectively enhances teachers’ digital competence and supports more innovative and efficient learning processes. The training introduced teachers to various Artificial Intelligence applications, including AI-assisted presentation generators, AI video creators, quiz generators, image generators, and large language models for developing teaching materials. Participants practiced creating learning videos, digital teaching materials, interactive quizzes, presentation slides, and classroom assessments. The results showed significant improvements in teachers’ digital competence and confidence in integrating AI into elementary classroom instruction.
Analysis of Literacy and Numeracy Skills in Enhancing Garment Production Competencies Among Fashion Technology Vocational Training Students Endang Widyastuti; Amin Yusuf; Decky Avrilianda; Arini Dwi Cahyani
Cognitive Development Journal Vol. 4 No. 1 (2026): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v4i1.68

Abstract

The growing demand for skilled workers in Indonesia’s textile and garment industry highlights the importance of foundational competencies in vocational training. This study explored the role of literacy and numeracy skills in supporting garment production competencies among trainees in the Fashion Technology program at Balai Besar Pelatihan Vokasi dan Produktivitas Semarang. A qualitative approach was employed involving 15 trainees who completed literacy, numeracy, and competency assessments, supported by semi-structured interviews with three trainees representing different ability levels and two instructors. Assessment results showed that 53% of trainees demonstrated high literacy skills, 47% showed high numeracy skills, and 53% achieved high garment production competency. Interview findings indicated that literacy skills supported trainees’ ability to understand technical terminology, interpret work instructions, and follow production procedures, while numeracy skills facilitated accurate measurements, calculations, and technical decision-making. The findings suggest that literacy and numeracy function as important enabling factors in competency development. This study contributes to vocational education literature by providing empirical evidence on how foundational skills are embedded in nonformal fashion training and support workforce preparation in the garment industry.
The Effectiveness of The Blended–Kolb Experiential Learning Model in Improving Work Readiness in The Field of Fashion Technology Fidia Kusniawati; Tri Joko Raharjo; Mintarsih Arbarini; Decky Avrilianda
Cognitive Development Journal Vol. 4 No. 1 (2026): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v4i1.69

Abstract

Industry 5.0 requires vocational graduates to possess not only technical skills but also multidimensional work readiness. However, evidence regarding the integration of blended learning and experiential learning in vocational fashion technology training remains limited. This study examined the implementation of the Blended–Kolb Experiential Learning model and its association with trainees’ work readiness at BBPVP Semarang. A quantitative pre-experimental one-group pretest–posttest design was employed with 16 trainees. Data were collected through cognitive tests, psychomotor and affective observations, and a work-readiness questionnaire. The results showed improvements in cognitive (47.81–89.69), psychomotor (37.18–94.25), affective (33.00–91.75), and work-readiness scores (39.53–92.38). N-Gain values ranged from 0.81 to 0.91, while the paired-sample t-test indicated a significant difference between pretest and posttest scores (p < .001). The findings suggest that the model was associated with positive improvements in trainees’ competencies and work-readiness indicators. The study supports the integration of digital learning, experiential activities, reflection, and project-based practice in vocational education.
Panca Waluya-Based Character Education in Civic Education: A Conceptual Model for Strengthening Students' Civic Virtue in Higher Education Arief Firdaus; Fedro Iswandi; Salah Abobaker Almabruk Shahat; Juniawan Ramadhan
Cognitive Development Journal Vol. 4 No. 1 (2026): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v4i1.70

Abstract

This study aims to develop a conceptual model of Panca Waluya-based character education as a Sundanese local wisdom framework for strengthening students’ civic virtue in higher education. The study is motivated by the limited integration of local cultural wisdom into character education models, which continue to be dominated by universal moral and citizenship values. Employing a qualitative library research approach, this study systematically reviewed scholarly books, journal articles, policy documents, and previous studies on character education, civic education, local wisdom, and Panca Waluya. Literature sources were selected based on their relevance, academic credibility, and contribution to discussions on character formation and civic virtue development. The collected data were analyzed using qualitative content analysis through processes of data reduction, categorization, interpretation, and synthesis of concepts. The findings indicate that the five values of Panca Waluya—cageur (well-being), bageur (kindness), bener (integrity), pinter (intellectual competence), and singer (adaptability and practical skills)—are closely aligned with the values of Pancasila and the dimensions of civic virtue. These values provide a holistic framework for developing students’ moral, intellectual, social, and civic capacities. The novelty of this study lies in the development of an integrative conceptual model that systematically connects local wisdom, civic education, and civic virtue development within the context of higher education. The proposed model positions Panca Waluya not merely as a cultural heritage but as a normative and pedagogical foundation for character education. This study contributes theoretically by enriching the discourse on culturally responsive character education and contributes practically by providing a conceptual framework that can guide curriculum development, teaching strategies, and character-building programs in higher education institutions.
Exploring Students’ Learning Engagement in Edutainment-Based Islamic Education Learning: A Case Study on Social Media Ethics Nina Rahayu Octavia; Arum Putri Rahayu; Mukhamad Zulianto
Cognitive Development Journal Vol. 4 No. 1 (2026): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v4i1.71

Abstract

Student engagement is essential for meaningful Islamic Religious Education (PAI), yet limited research has examined how different dimensions of engagement emerge during edutainment-based learning. This study explored how edutainment-based activities encouraged student engagement in learning about social media ethics. A qualitative case study was conducted at SMAN 1 Barat involving one PAI teacher and ten purposively selected Grade XI students. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analysed using an interactive qualitative approach. Trustworthiness was established through triangulation and member checking. The findings show that discussions, quizzes, simulations, role-playing, and video-based activities created a more interactive learning environment that fostered four interconnected forms of engagement: behavioral, emotional, cognitive, and social. Students participated more actively, demonstrated greater enthusiasm, reflected more critically on ethical issues in digital communication, and collaborated more effectively with their peers. However, engagement varied across participants, with some students preferring more structured and individual learning activities. This study contributes qualitative evidence that multidimensional student engagement can emerge simultaneously during edutainment-based PAI learning and highlights the importance of designing interactive activities that accommodate diverse learner preferences while promoting ethical reflection in digital contexts.
Heuristic Workaround Behavior and Operational Resilience Under Rigid ERP Constraints: A Mixed-Methods Study in the Pharmaceutical Industry Shonifah Dzikro Auji; Anita Safitri; Achmad Fitro; Muhammad Fajar Wahyudi Rahman
Cognitive Development Journal Vol. 4 No. 1 (2026): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v4i1.73

Abstract

The pharmaceutical industry is governed by one of the most rigorous regulatory frameworks in the world, requiring strict adherence to Standard Operating Procedures (SOPs) and Good Manufacturing Practice (GMP) while also dealing with the constraints of rigid and unstable Enterprise Resource Planning (ERP) systems. This study seeks to identify the cognitive problem-solving mechanisms and heuristic workaround practices used by employees in responding to ERP-related constraints, examine their mediating role in the development of operational resilience, and explore the contextual factors that support or restrict such adaptive behaviors. The study employed a mixed methods approach with an exploratory sequential design. The qualitative phase involved participatory observation and in-depth interviews with 4 key informants, followed by a quantitative phase utilizing a census sampling technique and PLS-SEM analysis among 101 operational employees at a pharmaceutical company in Sidoarjo, East Java. The findings identified four pragmatic and rational forms of workaround behavior: ERP data adaptation, manual hardfile backup, cash-based incentive payments for interns outside the payroll system, and transaction input prior to formal purchase order processing. The structural test results showed that employee heuristic workaround behavior fully mediates the relationship between rigid ERP constraints and operational resilience, with a path coefficient of 0.443 and a significance value of p < 0.001. These findings indicate that operational resilience is not determined solely by formal organizational systems, but also develops through the collective cognitive adaptive capacity of employees, which should be recognized and managed strategically by organizations.
Development of an Interactive Digital Module Assisted by Articulate Storyline 3 to Improve Students’ Conceptual Understanding of Energy and Its Transformations Mastur Mastur; Normanisa; Muhammad Arifuddin; Mohd Hanafi Yasin
Cognitive Development Journal Vol. 4 No. 1 (2026): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v4i1.74

Abstract

The integration of digital technology into vocational education requires learning resources that strengthen students’ conceptual understanding through authentic contexts. However, research on conceptual understanding within the Projek Ilmu Pengetahuan Alam dan Sosial (Projek IPAS) curriculum remains limited. This study aimed to develop an interactive digital module using Articulate Storyline 3 and evaluate its validity, practicality, and effectiveness in improving students’ conceptual understanding of energy and its transformations. This Research and Development study employed the Four-D (4D) model involving 36 tenth-grade Motorcycle Engineering students at SMKPP Negeri Paringin, Indonesia. Data were collected through expert validation, questionnaires, and conceptual understanding tests. The module achieved validity scores of 94% and 96%, practicality of 89.23%, and a moderate N-Gain score of 0.61, indicating improved conceptual understanding. This improvement was supported by interactive multimedia, feedback, and contextual learning that facilitated active knowledge construction. These findings demonstrate that the module is valid, practical, and effective. By integrating interactive multimedia with vocational contexts in Projek IPAS learning, this study provides empirical evidence that such integration strengthens conceptual understanding and bridges scientific concepts with vocational practice.
The BATIK Digital Platform: A Research and Development Study on Automating Instructional Planning in Elementary Education Muhammad Rizal; Mastur; Hamsi Mansur; Mohd Hanafi Yasin
Cognitive Development Journal Vol. 4 No. 1 (2026): Cognitive Development Journal
Publisher : Edutech Publishing Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/cognitive.v4i1.75

Abstract

Elementary school teachers face intensive administrative bottlenecks when aligning learning components under new national curriculum standards, which severely drains their cognitive capacities away from classroom instructional execution. To address this systemic issue, this research designed, developed, and evaluated the validity, practicality, and empirical effectiveness of the BATIK web-based platform as an automated framework for drafting curriculum-compliant teaching materials. Following the iterative Holistic 4D developmental model that encompasses the define, design, develop, and deploy phases, this Research and Development study engaged 100 elementary school teachers distributed equally across five districts in Banjarmasin through a multistage sampling approach. The evaluation process by content and media experts verified high product legitimacy, yielding exceptional validity indices of 90% and 91% respectively. Furthermore, wide-scale field implementation proved remarkably successful by demonstrating a statistically significant surge in teachers’ capabilities from a manual baseline score of 0.35 to an automated post-test score of 0.64. The platform increased teachers' instructional planning performance scores from 0.35 to 0.64 while reducing the average instructional planning time by 83%, calculated using the instructional planning time-saving index based on the difference between mean manual and BATIK-assisted planning durations. This technological intervention effectively minimizes structural administrative constraints, functioning as an accessible digital ecosystem that operationalizes cognitive load reduction and significantly optimizes daily teaching preparation tasks.

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