Teori Belajar Kognitif dan Implementasinya dalam Pembelajaran

Authors

  • Syarifah Syarifah Universitas Trunojoyo Madura
  • Selviani Rahmadani Universitas Trunojoyo Madura
  • Allia Ayu Derajati Universitas Trunojoyo Madura
  • Waki’a Waki’a Universitas Trunojoyo Madura

DOI:

https://doi.org/10.61692/edufa.v3i4.365

Keywords:

Cognitive theory, meaningful learning, knowledge processing, Piaget, Bruner

Abstract

This paper aims to explore the fundamental concepts of cognitive learning theory along with its application in educational settings. At its core, cognitive theory views learning as an internal, active process in which individuals acquire, organize, and utilize knowledge. Influential figures like Jean Piaget and Jerome Bruner argue that understanding develops through cognitive stages and structured exploration. The research method employed is a literature review, drawing from various scholarly books and articles. Findings suggest that this theory enhances learner engagement, supports meaningful instruction, and places strong emphasis on mental strategies for processing information. When applied in classrooms, it fosters analytical skills, creativity, and greater autonomy in learners.

Author Biographies

Selviani Rahmadani, Universitas Trunojoyo Madura

This paper aims to explore the fundamental concepts of cognitive learning theory along with its application in educational settings. At its core, cognitive theory views learning as an internal, active process in which individuals acquire, organize, and utilize knowledge. Influential figures like Jean Piaget and Jerome Bruner argue that understanding develops through cognitive stages and structured exploration. The research method employed is a literature review, drawing from various scholarly books and articles. Findings suggest that this theory enhances learner engagement, supports meaningful instruction, and places strong emphasis on mental strategies for processing information. When applied in classrooms, it fosters analytical skills, creativity, and greater autonomy in learners.

Allia Ayu Derajati, Universitas Trunojoyo Madura

This paper aims to explore the fundamental concepts of cognitive learning theory along with its application in educational settings. At its core, cognitive theory views learning as an internal, active process in which individuals acquire, organize, and utilize knowledge. Influential figures like Jean Piaget and Jerome Bruner argue that understanding develops through cognitive stages and structured exploration. The research method employed is a literature review, drawing from various scholarly books and articles. Findings suggest that this theory enhances learner engagement, supports meaningful instruction, and places strong emphasis on mental strategies for processing information. When applied in classrooms, it fosters analytical skills, creativity, and greater autonomy in learners.

Waki’a Waki’a, Universitas Trunojoyo Madura

This paper aims to explore the fundamental concepts of cognitive learning theory along with its application in educational settings. At its core, cognitive theory views learning as an internal, active process in which individuals acquire, organize, and utilize knowledge. Influential figures like Jean Piaget and Jerome Bruner argue that understanding develops through cognitive stages and structured exploration. The research method employed is a literature review, drawing from various scholarly books and articles. Findings suggest that this theory enhances learner engagement, supports meaningful instruction, and places strong emphasis on mental strategies for processing information. When applied in classrooms, it fosters analytical skills, creativity, and greater autonomy in learners.

References

Arifin, S. (2023). Teori kognitif dalam perencanaan pembelajaran. TADARUS: Jurnal Pendidikan Islam, 10(2), 89–101.

Bruner, J. S. (1966). Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.

Dassa, A., Sutamrin, Ihsan, H., Nasir, N.,& Nurhajarurahmah (2024). Teacher's perceptions of implementation of scaffolding-metacognitive strategies in mathematics learning. Jurnal Pendidikan Matematika, 12(1), 25–39.

Elizabeth Bunga DU, Rachmadtullah, R., & Gunawan, I. (2024). Enhancing critical thinking through metacognitive scaffolding in flipped classrooms. International Journal of Learning, Teaching and Educational Research, 23(2), 45–61.

Hartati, T., & Panggabean, E. M. (2023). Karakteristik Teori-teori Pembelajaran. Jurnal Penelitian, Pendidikan dan Pengajaran (JPPP), 4(1), 5–10.

Lewin, K. (1951). Field Theory in Social Science: Selected Theoretical Papers. New York: Harper & Brothers.

Piaget, J. (1954). The Construction of Reality in the Child. New York: Basic Books.

Pijeira-Díaz, H. J., Han, F., Järvelä, S., & Maldonado-Mahauad, J. (2023). Metacognitive scaffolding and self-assessment in collaborative learning: Effects on metacomprehension accuracy. Metacognition and Learning, 143, 107726.

Prabawanto, S. (2022). Enchancement Of Students' Mathematical Communication Under Metacognitive Scaffolding Approach. Jurnal Of Mathematics Education, 11(1), 47–60.

Taylor, D., & Procter, M. (2010). The literature review: A few tips on conducting it. University of Toronto.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Wahab, G., & Rosnawati. (2021). Teori-Teori Belajar dan Pembelajaran. Indramayu: Penerbit Adab. ISBN: 978-623-6233-05-4.

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Published

2025-12-31

How to Cite

Syarifah, S., Rahmadani, S., Derajati, A. A., & Waki’a, W. (2025). Teori Belajar Kognitif dan Implementasinya dalam Pembelajaran. JOURNAL OF EDUCATION FOR ALL, 3(4), 146–150. https://doi.org/10.61692/edufa.v3i4.365

Issue

Vol. 3 No. 4 (2025): Journal of Education For All

Section

Artikel

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