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Arwan Wiratman
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Cognitive Insight in Education
Published by Lia Center of Research and Education
ISSN : -     EISSN : 31101895     DOI : https://doi.org/10.64850/cognitive.v1i1.16
Core Subject : Education,
Education Other
Cognitive Insight in Education is an academic journal dedicated to enriching the understanding of the complex and evolving field of education. The journal provides a platform for researchers, academics, and practitioners to publish rigorous empirical studies, comprehensive literature reviews, and innovative theoretical analyses across various educational disciplines. Cognitive Insight in Education accepts a wide range of manuscripts exploring critical issues in diverse domains, including pedagogy and curriculum, learning theories and processes, educational policy, educational psychology and sociology, educational assessment and technology, and teacher development. Our primary objective is to facilitate intellectual dialogue, foster interdisciplinary collaboration, and disseminate knowledge that can inform improvements in educational systems at local, national, and global levels. Cognitive Insight in Education is committed to the highest standards of editorial excellence, ensuring that every published article undergoes a rigorous peer-review process to maintain its quality and scholarly integrity.
Arjuna Subject : Umum - Umum
Articles 14 Documents
 1   2 
Improving Ecological Intelligence Through Environmental Education in Elementary School Students of Indonesian Nature School Ramdani, Gumilar; Aisy, Aisyatunnadiya
Cognitive Insight in Education Vol. 1 No. 2 (2025): Cognitive Insight in Education
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/cognitive.v1i2.151

Abstract

This study investigates the role of environmental education in enhancing ecological intelligence among students at Sekolah Alam Indonesia Elementary School. Using a qualitative survey design, participants were selected through purposive sampling, including the principal, vice principal, and teachers as key informants. Data were collected through semi-structured interviews, observations, and document analyses, with instruments developed based on environmental education theories and best practices. Instrument validation involved expert assessments and pilot testing, achieving a high reliability index of 0.85 (Cronbach's Alpha). The findings indicate that initiatives to boost environmental awareness were particularly effective when applied through the Seven Green Principles in daily activities. Students showed increased awareness of actions such as reducing carbon emissions and participating in conservation efforts. The study concludes that fostering understanding of the Seven Green Principles through education on waste management, carbon reduction, organic farming, green space optimization, and renewable energy significantly enhances students' ecological intelligence. Engaging students in hands-on activities, such as establishing waste banks and exploring local ecosystems, further promotes environmental stewardship. Overall, environmental education has proven to positively influence students' ecological behaviors, such as cycling to school and participating in conservation campaigns.
Conceptual Learning of Calculus in Teacher Education: A Time Series Approach to Visualization Over Math Solver in Diverse Learners G, Panneerselvam; M, Priyadharsini
Cognitive Insight in Education Vol. 2 No. 1 (2026): Cognitive Insight in Education
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/cognitive.v2i1.162

Abstract

The objective of this paper is to assess the ambience of diverse learners practicing the contents in calculus with Microsoft Math Solver. Calculus problems involve abstract reasoning, particularly logical reasoning and abstract thinking, as well as equations as a platform. This study's primary goal is to evaluate conceptual learning in calculus in teacher education using an exploratory approach that prioritizes visuals over conventional math solvers. Aforementioned is primarily to assess how effectively student-teachers can develop a profound, long-lasting understanding of mathematical concepts through a preferred procedure. To help achieve the goals, an exploratory survey design is employed over a specified interval of time, known as a time-series approach. The convenience sampling technique is employed in this study. This approach seeks to explain phenomena, such as calculating derivatives in the advanced computational laboratory using Microsoft Math Solver, which forms the foundation for similar concepts carried out methodically in conventional classrooms. Additionally, the description refers to using a method that involved six math majors' student-teachers in various contexts. The Hawthorne effect is mitigated in this study, as the researcher can observe students in class while they receive instruction, allowing them to focus on problem-solving. As already stated, this is also possible in an advanced computing lab. The research yielded well-resourced, self-paced questions and answers, as well as an environment that facilitated the exposure of the concept of calculus in collaboration with Microsoft Math Solver. Learners save time, increase creativity and experience, and recapitulate solutions through visualization with updated, enhanced routines. This study captures the ambiance in the visualization of learning Calculus via MMS. The sample may include student teachers, who benefit significantly from applying the subject in this way, both in their teaching practice and in the early stages of their careers. Additionally, treating student-teachers as samples in this exploratory survey is a novel aspect of this study.
Creative Insubordination in the Continuing Education of Teachers Who Teach Mathematics in the Early Years: A Study with Teachers Participating in a Research Group Neta, Felismina; Scipião, Lara Ronise; dos Santos, Maria José Costa
Cognitive Insight in Education Vol. 2 No. 1 (2026): Cognitive Insight in Education
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/cognitive.v2i1.190

Abstract

Continuing teacher education represents a significant moment of rupture, allowing for reflection on traditional pedagogical practices. Therefore, we question: how does Creative Insubordination (CI) influence the change in posture of teachers who teach mathematics in the early years of elementary school during continuing education? The objective of this study is to analyze the influence of Creative Insubordination on the change in posture of teachers who teach mathematics in the early years of elementary school during continuing education. It is a qualitative study, aiming to discuss CI with teachers who are members of the Research and Study Group Weaving Cognitive Learning Networks (G-TERCOA/CPNq/UFC). For data collection, we sent a questionnaire with open-ended questions via Google Forms. The questionnaire data were analyzed according to the Fedathi Sequence as a Methodology for Data Analysis (SFMAD), based on four sub-phases: curation, detail, presentation, and interpretation. The research demonstrates that the continuing education of mathematics teachers faces the challenge of fostering innovative-collaborative pedagogical practices, highlighting IC (Innovative Communication) as a relevant concept for promoting teacher autonomy and critical reflection. We conclude that continuing education makes it possible to overcome traditional pedagogical practices, such as institutional resistance and pressure for standardized results. Thus, it is necessary to be creatively insubordinate to implement significant changes in the educational context. The study suggests that continuing teacher education could more systematically incorporate the principles of Creative Insubordination, promoting critical, creative, and innovative-collaborative pedagogical practices in order to strengthen the emancipatory role of teaching.
Academic Participation of Female Students in Biology: A Primary School Study from Western Hararghe, Ethiopia Eba, Wondimagegn Wolde; Tensaw, Mokonin; Atle, Daniel; Tahir, Muhidin
Cognitive Insight in Education Vol. 2 No. 1 (2026): Cognitive Insight in Education
Publisher : Lia Center of Research and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64850/cognitive.v2i1.200

Abstract

In Ethiopia, the enrollment of females in school is still lower than that of males. Women also struggle greatly in Dabia Primary School to participate in the educational process. this study aims to identify the factors that influence the academic achievement of grade eight female students at Dabia Primary School. A cros sectional study was conducted from to, may 30 to July 01, 2024 on 53 respondents in all, including 36 female students in grade 8 and 17 teachers, were sampled for this study. The students were selected employing simple random selection techniques, while teachers were chosen via purposive sampling. The primary instruments for acquiring data were interviews and questionnaires. Frequency counts, percentages, and mean values were used to examine the data. The study's findings showed that psychological elements (96%) like shyness and concern of what others will think of them were highly rated by both teachers and female pupils. The most detrimental influences were rated as psychological factors (92.5%), sociocultural factors (92.5%), personal factors (53%) such as poor academic backgrounds of students and poor communication skills, and sociocultural factors (92.5%) such as livelihood dependence of the respondents and negative attitudes toward female education and the allocation of household tasks to women.

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