Strategi Pengembangan Kognitif Siswa melalui Deep Learning di Sekolah Dasar
DOI:
https://doi.org/10.51614/albanin.v3i1.595Keywords:
Cognitive Development, Deep Learning, Elementary SchoolAbstract
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.
Downloads
References
Aba-Oli, Z., Koyas, K., & Husen, A. (2025). Higher-order thinking skills-oriented problem-based learning interventions in mathematics: A systematic literature review. School Science and Mathematics, 125(3), 214–231. https://doi.org/10.1111/ssm.12676
Al-Bahij, A., Umrotullatifah, N., Qurrotaini, L., & Santi, A. U. P. (2024). Eco-Enzyme Project-Based Learning in the Elementary School: Improving SDGs 12.5 Waste Management Knowledge. Jurnal Ilmiah Sekolah Dasar, 8(1), 156–164. https://doi.org/10.23887/jisd.v8i1.63421
Alt, D., Raichel, N., & Naamati-Schneider, L. (2022). Higher Education Students’ Reflective Journal Writing and Lifelong Learning Skills: Insights From an Exploratory Sequential Study. Frontiers in Psychology, 12, 1–17. https://doi.org/10.3389/fpsyg.2021.707168
Ambarita, J., Purnamasari, U., & Siahaya, A. (2025). Deep Learning as a Pathway to Pedagogical Transformation in Indonesia. Jurnal Pneelitian Kebijakan Pendidikan, 18(1), 17–30. https://doi.org/10.24832/jpkp.v18i1.1229
Astawa, I. B. M. (2021). Belajar dan Pembelajaran. Depok: PT. RajaGrafindo Persada.
Chen, F., & Chen, G. (2025). Technology-Enhanced Collaborative Inquiry in K–12 Classrooms: A Systematic Review of Empirical Studies. Science & Education, 34(3), 1731–1773. https://doi.org/10.1007/s11191-024-00538-8
Connaway, L. S., & Radford, M. L. (2021). Research Methods in Library and Information Science. California: Bloomsbury Publishing USA.
Consoli, S., & Ganassin, S. (2023). Reflexivity in Applied Linguistics: Opportunities, Challenges, and Suggestions. Oxfordshire: Taylor & Francis.
Crespo, M. (2023). Cognitive Dissonance: Analysis of the Theory. Themis: Research Journal of Justice Studies and Forensic Science, 11(1), 1–9. https://doi.org/10.55917/2324-6561.1111
De Klerk, C., Ker-Fox, J., & Steenekamp, L. (2025). Enhancing critical thinking through collaborative learning: The impact of a partial pre-release assessment format. Accounting Education, 34(4), 499–532. https://doi.org/10.1080/09639284.2024.2361647
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
Fullan, M., Quinn, J., & McEachen, J. (2017). Deep Learning: Engage the World Change the World. California: Corwin Press.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071
Hosna, R. (2025). Teori Belajar Mengawal Era Society 5.0. Batu: CV. Beta Aksara.
Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Pearson Education.
Kuckartz, U., & Rädiker, S. (2023). Qualitative Content Analysis: Methods, Practice and Software. California: SAGE.
Machaba, F., & Mangwiro, C. (2024). Teacher Follow-up on Learners’ Initial Response to Teacher Questions. African Journal of Research in Mathematics, Science and Technology Education, 28(1), 120–133. https://doi.org/10.1080/18117295.2023.2297127
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: How teachers implement projects in K-12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1), 2. https://doi.org/10.1186/s43031-021-00042-x
Marton, F., & Säljö, R. (1976). On Qualitative Differences in Learning: I—Outcome and Process. British Journal of Educational Psychology, 46(1), 4–11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
Maulidya, D., Setiawati, D. N. A. E., Umamy, N. A., & Syukri, M. (2025). Analisis Literatur Peran Deep Learning dalam Mendorong Pembelajaran Bermakna di Sekolah Dasar: Penelitian. Jurnal Pengabdian Masyarakat Dan Riset Pendidikan, 4(2), 9072–9084. https://doi.org/10.31004/jerkin.v4i2.3330
Merkebu, J., Veen, M., Hosseini, S., & Varpio, L. (2024). The case for metacognitive reflection: A theory integrative review with implications for medical education. Advances in Health Sciences Education, 29(4), 1481–1500. https://doi.org/10.1007/s10459-023-10310-2
Michos, K., & Petko, D. (2024). Reflection using mobile portfolios during teaching internships: Tracing the influence of mentors and peers on teacher self-efficacy. Technology, Pedagogy and Education, 33(3), 291–311. https://doi.org/10.1080/1475939X.2024.2311798
Mutanga, M. B. (2024). Students’ Perspectives and Experiences in Project-Based Learning: A Qualitative Study. Trends in Higher Education, 3(4), 903–911. https://doi.org/10.3390/higheredu3040052
Nafi’ah, J., & Faruq, D. J. (2025). Conceptualizing Deep Learning Approach in Primary Education: Integrating Mindful, Meaningful, and Joyful. Journal of Educational Research and Practice, 3(2), 225–237. (Jakarta, Indonesia). https://doi.org/10.70376/jerp.v3i2.384
Nhat, T. N. M., & Van Le, T. (2023). Effects of Reflective Thinking On Deep Learning in Theoretical Linguistics Classes. International Journal of Instruction, 16(4), 101–120.
Nirmalasari, Wahyudin, D., & Darmawan, D. (2024). Improving Higher Order Thinking Skills Through Multidimensional Curriculum Design at the High School Level. JPI (Jurnal Pendidikan Indonesia), 13(4), 696–706. https://doi.org/10.23887/jpiundiksha.v13i4.84051
Nurhayati, P., Widodo, A., & Syamsudin, A. (2023). The Review of Fundamental Framework for Reflective Thinking and Practice in Science Education: Implications for Transformative Science Learning. Journal of Innovative Science Education, 12(3), 289–308.
O’Leary, A. P., & Fletcher, W. (2024). Thinking about Believing: Can Metacognitive Reflection Encourage Belief Updating? Journal of Intelligence, 12(5), 47. https://doi.org/10.3390/jintelligence12050047
Polman, J., Hornstra, L., & Volman, M. (2021). The meaning of meaningful learning in mathematics in upper-primary education. Learning Environments Research, 24(3), 469–486. https://doi.org/10.1007/s10984-020-09337-8
Porosoff, L. (2023). Teach for Authentic Engagement: Designing Learning that Matters. Virginia: ASCD (Association for Supervision & Curriculum Development).
Qin, C., Zhang, R., & Xiao, Y. (2022). A questionnaire-based validation of metacognitive strategies in writing and their predictive effects on the writing performance of English as foreign language student writers. Frontiers in Psychology, 13, 1–14. https://doi.org/10.3389/fpsyg.2022.1071907
Raslan, G. (2024). The Impact of the Zone of Proximal Development Concept (Scaffolding) on the Students Problem Solving Skills and Learning Outcomes. Dalam K. Al Marri, F. A. Mir, S. A. David, & M. Al-Emran (Ed.), BUiD Doctoral Research Conference 2023 (hlm. 59–66). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-56121-4_6
Salmon, A. K., & Barrera, M. X. (2021). Intentional questioning to promote thinking and learning. Thinking Skills and Creativity, 40, 100822. https://doi.org/10.1016/j.tsc.2021.100822
Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering Metacognition to Support Student Learning and Performance. CBE Life Sciences Education, 20(2), fe3. https://doi.org/10.1187/cbe.20-12-0289
Sumaryanti, L., Suwandi, S., & Suhita, R. (2025). Model Experiential Learning dalam Pengembangan Kemampuan Menulis Cerita di Era Industri 4.0. Jawa Tengah: CV Eureka Media Aksara.
Teig, N. (2023, Desember 29). Comparing the Reality of PISA 2022 and the Government’s Interpretation. Diambil 8 November 2025, dari Kompas.id website: https://www.kompas.id/baca/english/2023/12/27/en-hasil-pisa-2022-membandingkan-realitas-dan-interpretasi-pemerintah
Teng, M. F., Qin, C., & Wang, C. (2022). Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context. Metacognition and Learning, 17(1), 167–190. https://doi.org/10.1007/s11409-021-09278-4
Theelen, H., van den Beemt, A., & Brok, P. den. (2022). Enhancing authentic learning experiences in teacher education through 360-degree videos and theoretical lectures: Reducing preservice teachers’ anxiety. European Journal of Teacher Education, 45(2), 230–249. https://doi.org/10.1080/02619768.2020.1827392
Utomo, J. B., Prayitno, H. J., & Indri, I. (2025). Strategies and Development of the Deep Learning Approach in Vocational High Schools in the Era of Global Computing. Journal of Deep Learning, 1(1), 1–10.
Vygotsky, L. S. (2022). L. S. Vygotsky’s Pedological Works, Volume 3: Pedology of the Adolescent I: Pedology in the Transitional Age. Singapore: Springer Nature.
Wang, J., Wang, Y., Moore, Y., Sneed, S., Thacker, B., & Hart, S. (2024). Analyzing the Patterns of Questioning Chains and Their Intervention on Student Learning in Science Teacher Preparation. International Journal of Science and Mathematics Education, 22(4), 809–836. https://doi.org/10.1007/s10763-023-10408-4
Wedi, A., & Fajarianto, O. (2023). Dasar-dasar Psikologi Pendidikan. Malang: Rubeq ID.
Zarestky, J., Bigler, M., Brazile, M., Lopes, T., & Bangerth, W. (2022). Reflective Writing Supports Metacognition and Self-regulation in Graduate Computational Science and Engineering. Computers and Education Open, 3, 100085. https://doi.org/10.1016/j.caeo.2022.100085
Zhao, Y., Huang, T., Wang, H., & Geng, J. (2023). Personalized Teaching Questioning Strategies Study Based on Learners’ Cognitive Structure Diagnosis. Behavioral Sciences, 13(8), 660. https://doi.org/10.3390/bs13080660
