Strategi Pengembangan Kognitif Siswa melalui Deep Learning di Sekolah Dasar

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.