Hubungan Pendekatan Deep Learning dengan Keterampilan Fleksibilitas Kognitif Murid dalam Pembelajaran IPAS Kelas V Se-KKMI Kota Surakarta

Muhammad Hafidz 'Alimuddin, Idam Ragil Widianto Atmojo, Peduk Rintayati

Abstract

21st-century education requires students to possess cognitive flexibility when solving problems in Natural and Social Sciences (IPAS) subjects. However, classroom realities indicate that the reasoning of fifth-grade students tends to be rigid and reliant on rote memorization. This study aimed to empirically examine the relationship between the implementation of the Deep Learning approach  characterized by mindful, meaningful, and joyful learning and students' cognitive flexibility skills. This quantitative correlational study involved a sample of 162 fifth-grade students from the KKMI (Islamic Madrasah Working Group) in Surakarta City, selected using cluster random sampling. Data were collected using a Situational Judgment Test (SJT) and a written essay test. Pearson Product Moment analysis revealed a positive and significant relationship between the Deep Learning approach and cognitive flexibility (r=0.189; p=0.016), albeit within a very weak category. Analysis of the coefficient of determination (R²=0.036) showed that the Deep Learning approach contributed 3.6% to cognitive flexibility, while the remaining 96.4% was influenced by other factors. These findings imply that cognitive flexibility is complex and influenced by working memory capacity limits, the child's biological cognitive maturity, and teacher guidance patterns. Nevertheless, educators are encouraged to consistently integrate Deep Learning elements to prevent rigid rote memorization habits and to gradually cultivate students' reasoning flexibility.

References

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DOI: https://doi.org/10.20961/ddi.v14i6.125771

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