Memuat jurnal…
Primary education faces significant challenges in developing students’ higher-order cognitive abilities, as conventional rote-oriented approaches are considered less effective. This study aims to formulate strategies for developing cognitive skills in elementary school students through the application of deep learning as a pedagogical framework. Using a qualitative approach through a systematic literature review, the study analyzes literature related to deep learning, child cognitive development, and innovative teaching strategies at the elementary level. The findings identify three core effective strategies: (1) Contextual Project-Based Learning to foster system analysis and creative problem-solving; (2) Socratic Dialogue through probing questions to sharpen critical thinking and metacognition; and (3) Structured Reflection as a cognitive bridge to consolidate understanding. The synthesis of findings produces an integrative model emphasizing a continuous cycle of authentic engagement, cognitive challenges, collaborative inquiry, and reflective practice. These findings provide an operational framework for teachers and a theoretical contribution to the development of pedagogy in elementary education, with implications for the need for teacher professional development and assessment system adjustments.
Primary education faces significant challenges in developing students’ higher-order cognitive abilities, as conventional rote-oriented approaches are considered less effective. This study aims to formulate strategies for developing cognitive skills in elementary school students through the application of deep learning as a pedagogical framework. Using a qualitative approach through a systematic literature review, the study analyzes literature related to deep learning, child cognitive development, and innovative teaching strategies at the elementary level. The findings identify three core effective strategies: (1) Contextual Project-Based Learning to foster system analysis and creative problem-solving; (2) Socratic Dialogue through probing questions to sharpen critical thinking and metacognition; and (3) Structured Reflection as a cognitive bridge to consolidate understanding. The synthesis of findings produces an integrative model emphasizing a continuous cycle of authentic engagement, cognitive challenges, collaborative inquiry, and reflective practice. These findings provide an operational framework for teachers and a theoretical contribution to the development of pedagogy in elementary education, with implications for the need for teacher professional development and assessment system adjustments.
Teks lengkap tersedia melalui galley PDF apabila diterbitkan oleh jurnal.
Contributor roles recognized in accordance with the NISO Z39.104 international standard.
The research data supporting the findings of this study are available from the corresponding author upon reasonable request or deposited in institutional repositories.
The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. This journal adheres to the COPE (Committee on Publication Ethics) Code of Conduct.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
India
United States
Hong Kong