Integrasi teori kognitif dalam pembelajaran kontekstual untuk meningkatkn pemahaman konseptual IPA siswa MI Hidayatun Najah Tuban

Abstract

This research was conducted due to the insufficient conceptual understanding of science among students despite the implementation of contextual learning. The learning activities are still more focused on student participation and have not optimally encouraged systematic thinking processes. This study aims to identify the integration of cognitive theory within contextual learning in order to strengthen students’ understanding of science concepts at MI Hidayatun Najah. A qualitative descriptive approach was applied in this research. The subjects involved were teachers and fourth-grade students of MI Hidayatun Najah. Data collection techniques included observation, interviews, and documentation. The collected data were analyzed through the stages of data reduction, data presentation, and conclusion verification, while data validity was ensured through source and technique triangulation. The results show that cognitive theory integration was implemented through direct learning activities, relating the material to students’ real-life contexts, and the use of scaffolding as well as discovery learning methods. These strategies contributed to students’ improved ability to comprehend concepts, describe them in their own words, and apply them in everyday life. However, the implementation still experienced several constraints, particularly limited facilities and restricted learning time. Hence, the integration of cognitive theory into contextual learning is regarded as an effective way to improve students’ conceptual understanding of science.