Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran
Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran adalah wadah akademik yang memfasilitasi publikasi hasil penelitian, kajian teoritis, dan praktik inovatif dalam bidang pendidikan. Jurnal ini bertujuan untuk memperkaya pemahaman dan praktik pendidikan melalui publikasi artikel yang berfokus pada metode pengajaran, kurikulum, pengembangan teknologi pendidikan, serta strategi pembelajaran yang inovatif. Dengan mengedepankan pendekatan multidisiplin, jurnal ini menjadi platform bagi akademisi, pendidik, dan praktisi pendidikan yang ingin berbagi temuan penelitian dan inovasi yang berdampak pada peningkatan kualitas pembelajaran di berbagai jenjang pendidikan. Focus and Scope: Inovasi Metode Pembelajaran: Penelitian tentang pengembangan metode pembelajaran baru yang lebih efektif, inovatif, dan relevan dengan kebutuhan siswa di era digital. Teknologi Pendidikan: Studi tentang penggunaan teknologi dalam pendidikan, termasuk pembelajaran berbasis daring, aplikasi digital, dan alat bantu teknologi dalam proses belajar-mengajar. Pengembangan Kurikulum: Penelitian mengenai perancangan, evaluasi, dan implementasi kurikulum yang sesuai dengan perkembangan ilmu pengetahuan, teknologi, dan kebutuhan masyarakat. Pembelajaran Berbasis Proyek dan Penelitian: Kajian tentang penerapan pembelajaran berbasis proyek (PBL) dan penelitian (RBL) untuk meningkatkan keterampilan kritis dan kreatif siswa. Evaluasi dan Penilaian Pembelajaran: Analisis terhadap metode evaluasi dan penilaian pembelajaran, termasuk evaluasi berbasis kompetensi, penilaian formatif, dan penilaian sumatif. Pembelajaran Inklusif: Penelitian mengenai strategi dan praktik dalam menciptakan pembelajaran inklusif yang memperhatikan keberagaman siswa, termasuk siswa berkebutuhan khusus. Pendidikan Karakter dan Moral: Studi tentang integrasi pendidikan karakter dan moral dalam kurikulum serta dampaknya terhadap perkembangan perilaku siswa. Penggunaan Media Pembelajaran: Kajian tentang efektivitas media pembelajaran seperti video, animasi, simulasi, dan media interaktif lainnya dalam mendukung proses belajar. Pembelajaran Kolaboratif: Penelitian mengenai penerapan strategi pembelajaran kolaboratif untuk meningkatkan keterampilan sosial dan kemampuan kerja sama di kalangan siswa. Pengembangan Profesional Guru: Studi tentang upaya pengembangan profesionalisme guru melalui pelatihan, sertifikasi, dan inovasi dalam teknik pengajaran. Pembelajaran Berbasis Masalah (Problem-Based Learning): Kajian mengenai efektivitas pendekatan PBL dalam meningkatkan pemecahan masalah dan berpikir kritis siswa. Pembelajaran Berbasis STEAM: Penelitian mengenai integrasi sains, teknologi, teknik, seni, dan matematika (STEAM) dalam pembelajaran untuk meningkatkan kompetensi siswa di bidang tersebut. Pembelajaran Adaptif: Penelitian tentang pembelajaran yang disesuaikan dengan kebutuhan individu siswa, termasuk personalisasi dan diferensiasi pembelajaran. Motivasi dan Keterlibatan Siswa: Studi mengenai faktor-faktor yang mempengaruhi motivasi belajar siswa dan bagaimana meningkatkan keterlibatan mereka dalam proses pembelajaran. Pendidikan di Era Digital: Kajian tentang tantangan dan peluang pendidikan di era digital, termasuk peran internet, media sosial, dan perangkat pintar dalam pembelajaran. Pembelajaran Berbasis Kompetensi: Penelitian mengenai model pembelajaran berbasis kompetensi yang berfokus pada pengembangan keterampilan yang relevan dengan dunia kerja dan kehidupan nyata. Pendidikan Multikultural: Penelitian tentang strategi pembelajaran yang mendukung pemahaman multikultural, toleransi, dan inklusi di lingkungan pendidikan. Pembelajaran Berbasis Proyek di Lingkungan Sekolah: Studi tentang penerapan metode pembelajaran berbasis proyek untuk meningkatkan pemahaman materi dan aplikasi dunia nyata. Pendidikan Vokasi dan Keterampilan Kerja: Penelitian tentang pendidikan vokasi dan bagaimana inovasi pembelajaran dapat membantu siswa mempersiapkan diri untuk dunia kerja. Manajemen Kelas dan Dinamika Pembelajaran: Kajian tentang teknik manajemen kelas yang efektif serta pengaruhnya terhadap suasana belajar yang kondusif dan partisipatif.
Articles
20 Documents
<![CDATA[Hubungan Fasilitas dengan Motivasi Belajar Peserta Didik di TPA Suhron Raja Enda ]]>
<![CDATA[Amzal Amzal]]>;
<![CDATA[Solfema Solfema]]>
<![CDATA[ Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran Vol. 1 No. 3 (2025): Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran ]]>
Publisher : <![CDATA[Inovan Publisher ]]>
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DOI: 10.63217/kognitif.v1i3.229
<![CDATA[The purpose of this study is to examine the relationship between learning facilities and student motivation at the Suhron Raja Enda Jorong Lubuk Gadang Quran Learning Center in West Pasaman Regency. This research is a quantitative correlation study. The research population consists of 30 students in the Juz'amma and Al-Qur'an classes at TPA Suhron Raja Enda, with a sample of 15 students selected randomly using a guided questionnaire/survey in the form of a list of questions. The study found a significant relationship between learning facilities and student learning motivation at TPA Suhron Raja Enda Jorong Lubuk Gadang, West Pasaman Regency. It can therefore be concluded that there is a significant relationship between learning facilities and student learning motivation at TPA Suhron Raja Enda Jorong Lubuk Gadang, West Pasaman Regency. If the learning facilities for students are complete, it will lead to high learning motivation among students. Conversely, if the available facilities are incomplete, it will lead to low learning motivation among students at TPA Suhron Raja Enda Jorong Lubuk Gadang, Pasaman Barat Regency.]]>
<![CDATA[Pelaksanaan Program Tahfiz pada Anak Usia Dini di Markaz Tahfiz Balita Air Dingin Kota Padang ]]>
<![CDATA[Dina Sahlini]]>;
<![CDATA[Ismaniar Ismaniar]]>
<![CDATA[ Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran Vol. 1 No. 3 (2025): Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran ]]>
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<![CDATA[This study was motivated by the unique phenomenon of a Quran memorization institution called Markaz Tahfiz Balita Kota Padang, where the learning process is quite unique and different from other institutions. The study aims to describe how the tahfiz program is implemented for early childhood at Markaz Tahfiz Balita Air Dingin Kota Padang. This is a case study with a qualitative approach. The subjects and informants in this study include teachers, leaders, parents of students, students, and the community around Markaz Tahfiz Balita. Data collection uses observation, interviews, and documentation methods. In the implementation process, various aspects must be considered, and one important aspect that must be considered is the use of the Quran memorization method applied. Therefore, the focus of this study is how the memorization method is implemented and what the steps are for applying this method. The results of this study show that the tahfiz program at Markaz Tahfiz Balita Air Dingin Kota Padang uses the tabarak method.]]>
<![CDATA[Efektivitas Model Explicit Intstruction (Pembelajaran Langsung) Terhadap Kemandirian Pengobatan Luka Lecet Bagi Anak Tunagrahita Ringan Kelas V SLB Perwari Kota Padang ]]>
<![CDATA[Yani Adriana]]>;
<![CDATA[Kasiyati Kasiyati]]>
<![CDATA[ Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran Vol. 1 No. 3 (2025): Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran ]]>
Publisher : <![CDATA[Inovan Publisher ]]>
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<![CDATA[This study was motivated by problems found at SLB Perwari Padang in children with mild intellectual disabilities. The problem encountered by the researcher was that there was a child who could not treat his wounds independently, even though the wounds suffered by the child were minor. The purpose of this study was to prove that the explicit instruction learning model is effective for teaching children with mild intellectual disabilities to treat minor wounds independently. The method used in this study was the Single Subject Research (SSR) method with an A-B-A design. A1 was the initial condition of the child before the intervention, B was the intervention, and A2 was the condition after the intervention was no longer given. Baseline 1 (A1) was conducted over 6 meetings until stable data was achieved, with data stability found in meetings 4 to 6. The intervention through the direct learning model (B) was conducted over 6 sessions until the data stabilized, with data stability found in sessions 10 to 12, and the second baseline (A2) was conducted over 4 sessions to see if there was any effect of the intervention on the ability to treat abrasions, with data stabilization found in sessions 13 to 16. The data collection techniques used were observation, documentation, and testing. The results of the study showed that the direct learning model was effective for the independence of treating abrasions in children with mild intellectual disabilities.]]>
<![CDATA[Pengembangan Media Pembelajaran Teknik Elektronika Dasar Kelas X Program Keahlian Teknik Audio Video Menggunakan Swishmax ]]>
<![CDATA[Ilhamdi Ilhamdi]]>;
<![CDATA[Yasdinul Huda]]>
<![CDATA[ Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran Vol. 1 No. 3 (2025): Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran ]]>
Publisher : <![CDATA[Inovan Publisher ]]>
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<![CDATA[This study aims to develop the media, determining the performance of the media and the feasibility level of the learning media for Basic Electronics Engineering Class X Audio Video Engineering Expertise Program using Swishmax. This research is a Research and Development (R&D) research. The object of this research is learning media using Swishmax. The product manufacturing stage includes 1) Requirements analysis, 2) Reference collection, 3) Design, 4) Validation, 5) Revision, 6) Testing use. The data collection method used a questionnaire. The results showed that making learning media using Swishmax was adapted from Sugiyono’s research method. Getting material validation 91,56% and media validation gets 92,94% with a level of feasibility “Very Appropriate”. Meanwhile, the test of use by students also got 92,45% with a level of feasibility “workable”.]]>
<![CDATA[Analisis Kemampuan Berpikir Kreatif Peserta Didik Pada Pengembangan Modul IPA Berbasis PBL ]]>
<![CDATA[Jasmaini Jasmaini]]>
<![CDATA[ Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran Vol. 1 No. 3 (2025): Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran ]]>
Publisher : <![CDATA[Inovan Publisher ]]>
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<![CDATA[This study aims to determine the achievement of students' creative thinking skills, to determine the level of students' creative thinking skills, and to obtain an overview of the level of students' creative thinking skills, which consists of four aspects, namely: 1) Fluency Thinking (smooth thinking), 2) Flexibility Thinking (flexible thinking), 3) Original thinking, and 4) Elaborative thinking. The module was developed using the 4D model, which consists of four stages: define, design, develop, and disseminate. The research conducted was a qualitative descriptive study. The subjects selected for this study were 20 students in class VIII 1 at MTsN Subang Anak. The research instrument used in this study was a questionnaire compiled based on indicators of creative thinking skills and consisting of 13 questions. Data analysis was performed using descriptive analysis presented in graph form. Based on the results of data analysis, the level of creative thinking ability of students in science learning at MTsN Subang Anak was found to be 52.56% on average, where 54.00% of students were able to think fluently (fluency thinking), 50.00% of students were able to think flexibly (flexibility thinking), 55.00% of students were able to think originally (original thinking), and 51.25% of students were able to think in detail (elaboration). These results indicate that the creative thinking skills of students in science lessons at MTsN Subang Anak, Batipuh District, Tanah Datar Regency, are in the moderate category.]]>
<![CDATA[Peran Orang Tua dalam Mendidik Anak Generasi Alpha di Era Digital ]]>
<![CDATA[Cut Dea]]>;
<![CDATA[Wulandari Wulandari]]>
<![CDATA[ Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran Vol. 1 No. 4 (2025): Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran ]]>
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<![CDATA[Parents have an important role in educating their children. Each generation has different attitudes and personalities depending on changing times. The Alpha Generation is the generation born from 2010 to 2025. The life of the Alpha Generation cannot be separated from technological and digital developments. Technological and digital developments can be utilized by parents in educating the Alpha Generation. Alpha Generation children were born in an era of rapid technological progress. Even though times have changed, we still have to teach children character education, attitudes and norms that exist in life. Parents' limitations in understanding the use of technology means they need to take a real role in caring for and educating their children. Alpha generation children are much more literate in using technology than previous generations. Therefore, we as parents need to balance the use of technology with making physical activities fun and interesting for children. This article aims to analyze effective educational strategies in facing the challenges of the digital era. The research was conducted using qualitative methods that collected data through literature studies and interviews with education experts.]]>
<![CDATA[Upaya Meningkatkan Kemampuan Dimensi Tiga Melalui Metode Inkuiri Pelajaran Matematika Kelas XII MAN 2 Batusangkar ]]>
<![CDATA[Mega Dewina]]>
<![CDATA[ Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran Vol. 1 No. 4 (2025): Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran ]]>
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<![CDATA[Learning using the inquiry/discovery method is a teaching model that encourages students to understand mathematical facts/relationships that are new to them. For example, certain patterns or formulas. This study used the inquiry method through a classroom action research (CAR) design to improve student learning achievement in mathematics with the subject of three dimensions. The sample was obtained from 30 students in Grade XII at MAN 2 Batusangkar, Lima Kaum District, Tanah Datar Regency, consisting of 10 male students and 20 female students. Data collection was carried out using observation sheets. Meanwhile, learning outcome data was collected through tests. Data analysis showed that the application of the inquiry learning model in discussing three-dimensional geometry had an effect on improving students' mathematics learning outcomes.]]>
<![CDATA[Efektivitas Bimbingan Kelompok Teknik Psikodrama Untuk Meningkatkan Kepercayaan Diri Siswa di SMP N 09 Sungai Durian Kabupaten Solok Selatan ]]>
<![CDATA[Sri Sinta Rahmadani]]>
<![CDATA[ Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran Vol. 1 No. 4 (2025): Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran ]]>
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DOI: 10.63217/kognitif.v1i4.238
<![CDATA[This study was motivated by the phenomenon of students who are unsure of their ability to answer questions when taking exams, who are unsure of their ability to answer questions posed by teachers, who are unable to express their opinions in group discussions because they feel unsure of their abilities, and who cheat on exams because they are unsure of the answers they have given. Self-confidence is recognizing oneself, both behaviorally and emotionally, and having motivation that comes from within, doing everything in accordance with good self-confidence. Self-confidence arises from within a person to provide a sense of certainty that what they are doing can be achieved. To overcome self-confidence issues in the field, researchers implemented psychodrama techniques in group counseling. This study aims to determine the effectiveness of group counseling using psychodrama techniques to increase the self-confidence of seventh-grade students at SMP N 09 Sungai Durian Solok Selatan. This study is a quantitative pre-experimental study using a one-group pretest-posttest design. The population consists of 29 seventh-grade students, while the sample consists of 10 students who lack self-confidence, selected using purposive sampling. The data collection instrument is a questionnaire. Data analysis techniques used nonparametric statistical tests using the Wilcoxon rank test (SPSS) version 22. The research results showed that the Z test (Wilcoxon) results indicated a difference between the pretest and posttest scores. The Wilcoxon test showed a significance p-value of -2.807. Based on the p-value threshold of 0.05, the Wilcoxon test p-value of 0.005 means that Ha is accepted and Ho is rejected. The Wilcoxon calculation results indicate that group guidance using psychodrama techniques is effective in increasing student confidence.]]>
<![CDATA[Pemahaman Materi Pelajaran Selama Belajar dari Rumah Pada Remaja Jorong Tampat Kanagarian Padang Laweh Kecamatan Sungai Pua Kabupaten Agam ]]>
<![CDATA[Sabatul Hajar]]>
<![CDATA[ Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran Vol. 1 No. 4 (2025): Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran ]]>
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DOI: 10.63217/kognitif.v1i4.239
<![CDATA[This study was motivated by a phenomenon observed by the author in the field, namely that in Jorong Tampat Kanagarian Padang Laweh, Sungai Pua District, Agam Regency, there were teenagers conducting BDR (learning at home) teaching and learning activities, whereby learning that normally took place in classrooms according to a specific schedule was changed to learning in their own rooms at times that were not practical according to the learning schedule, thus creating operational restrictions on education, referred to as “online learning.” Teachers provide structured lesson materials and assignments to adolescents using social media groups. This study aims to describe the understanding of lesson materials during home-based learning among adolescents in Jorong Tampat Kanagarian Padang Laweh, Sungai Puar District, Agam Regency. This study uses a descriptive qualitative approach with 3 key informants (adolescents) and 3 supporting informants (parents) in Jorong Tampat Kanagarin Padang Laweh. In collecting data, the researcher used interview and observation methods. The data analysis techniques used were data reduction, data display, and data verification. To test the validity of the data, we compared what people said about the research situation with what they said throughout the research period. Based on the results of the study, it can be concluded that teenagers have difficulty understanding the subject matter while studying from home, because the current learning process is conducted remotely. Meanwhile, teenagers quickly understand the subject matter through lectures by teachers. However, teenagers can overcome this by using the internet to support smooth learning from home, so that they can complete the assignments given by teachers on time. However, teenagers rely too much on the internet. Teenagers lack enthusiasm for learning from home, only understanding the subject matter when there are assignments and using little time, because they cannot allocate time for studying at home. Understanding the subject matter while learning from home requires the attention of every parent towards their child.]]>
<![CDATA[Meningkatkan Pemahaman Siswa pada Mapel PKN Melalui Metode Diskusi di Kelas XI MAN 2 Tanah Datar ]]>
<![CDATA[Zulhendri Zulhendri]]>
<![CDATA[ Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran Vol. 1 No. 4 (2025): Kognitif: Jurnal Pendidikan dan Inovasi Pembelajaran ]]>
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DOI: 10.63217/kognitif.v1i4.240
<![CDATA[The Discussion method may be more suitable for teaching these manual skills, where physical movements and movements involved in holding an object will be learned, or for teaching routine matters (Staton, 1978:91). In other words, the Discussion method aims to teach physical skills rather than intellectual skills. Cardille argues that the discussion method can be used to: 1) teach students how to perform an action or use a new procedure or product, 2) increase students' confidence that a procedure is possible, 3) increase attention in learning and the use of procedures. By demonstrating or acting out an action, process, or procedure, the Discussion method has the following advantages: 1) It reduces the possibility of error compared to when students only read or hear explanations, because discussion provides a concrete picture that clarifies students' learning outcomes from their observations. 2) It allows students to be directly involved in discussion activities, thus providing a great opportunity for students to gain direct experience. The opportunity for student involvement gives students the chance to develop their skills and gain recognition and appreciation. 3) It makes it easier for students to focus their attention on things that are considered important, so that students will really pay special attention to these things.]]>
