Teori Pembelajaran Kognitif: Tinjauan Filosofis dan Implementasinya dalam Mengatasi Ambiguitas Kognitif Serta Disparitas Kurikulum pada Pembelajaran Biologi

Abstract

Cognitive learning theory has long been the basis for understanding the learning process, but its implementation in biology learning still faces complex challenges, especially related to cognitive ambiguity and curriculum disparity. This study aims to explore the philosophical review of cognitive learning theory and its implementation in addressing both problems in the context of biology learning. Using a descriptive qualitative approach, this study explores an in-depth understanding of complex phenomena in the context of biology education based on a cognitive theory approach. The results of the study revealed that a philosophical understanding of cognitive learning theory helps educators design more effective learning strategies to address cognitive ambiguity. In addition, a cognitive theory-based approach has proven effective in bridging the disparity between the formal curriculum and students' learning needs in biology. Practical implementations include the use of conceptual elaboration, visualization, and metacognition, which contribute to improving students' understanding of complex biology learning concepts. This study also identified challenges in implementation, including limited human resources and lack of ongoing teacher professional development. This study can provide valuable insights for educators, researchers, and policy makers in improving the quality of biology learning through the application of cognitive learning theory more effectively and efficiently.