Belajar dan Pembelajaran dari perspektif Teori kognitif, behaviorisme Konstruktivisme dan sosiokultural
DOI:
https://doi.org/10.37680/basica.v3i2.5764Keywords:
Belajar, Pembelajaran, Teori Kognitif, Behaviorisme, Konstruktivisme, Sosiokultural, Motivasi, Minat, Lingkungan Belajar.Abstract
Penelitian ini bertujuan untuk mengkaji proses pembelajaran dari perspektif teori kognitif, behaviorisme, konstruktivisme, dan sosiokultural untuk memahami bagaimana individu memproses, memahami, dan menerapkan pengetahuan. Penelitian ini menggunakan metode penelitian kepustakaan (library research), yang melibatkan pengumpulan data dan informasi dari berbagai sumber tertulis, seperti buku, jurnal, artikel, dan dokumen lainnya. Teori kognitif menekankan perubahan dalam struktur mental yang terjadi melalui pengalaman dan interaksi dengan lingkungan, di mana pembelajaran terjadi melalui proses asimilasi dan akomodasi. Teori behaviorisme, seperti yang dikemukakan oleh Skinner, menekankan pentingnya penguatan eksternal dalam memotivasi perilaku belajar, di mana perilaku yang diikuti oleh konsekuensi positif cenderung diulang . Konstruktivisme memandang pembelajaran sebagai proses aktif di mana siswa membangun pengetahuan melalui eksplorasi dan pengalaman, dengan penekanan pada pembelajaran berbasis proyek dan pentingnya konteks. Teori sosiokultural yang dikembangkan oleh Vygotsky menyoroti pentingnya interaksi sosial dan konteks budaya, serta konsep zona perkembangan proksimal di mana pembelajaran paling efektif terjadi ketika individu dibantu oleh orang yang lebih kompeten. Penelitian ini juga menilai faktor-faktor yang mempengaruhi pembelajaran, termasuk motivasi, minat, kemampuan individu, serta lingkungan belajar, kualitas pengajaran, dan dukungan sosial. Tantangan dalam pembelajaran seperti kurangnya motivasi, keterbatasan sumber daya, dan perbedaan individu dalam gaya belajar juga dieksplorasi, serta strategi untuk mengatasinya. Hasil penelitian ini diharapkan dapat memberikan pemahaman yang mendalam tentang proses pembelajaran dan faktor-faktor yang mempengaruhi efektivitasnya, serta menawarkan strategi pengajaran yang dapat meningkatkan keterlibatan dan hasil belajar siswa.
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