Resiliensi Pedagogik Pendidik dalam Pengembangan Kognitif Peserta Didik Sekolah Dasar

Azni Khairuni, Muharmi ‘Asyrina, Nia Wardhani, Syarifah Rahmah

Abstract


Cognitive development is an internal process influenced by the quality of students' learning experiences. Although active, student-centered learning is theoretically effective in promoting cognitive growth, teaching practices in elementary schools remain suboptimal, especially in educational environments with limited learning resources. This research explores educators' pedagogical resilience in developing students' cognitive abilities despite resource limitations. This research uses a case study design with a qualitative approach, collecting data through classroom learning observations, in-depth interviews with educators, and analysis of learning planning documents. The research findings indicate that educators made various pedagogical improvisations, including using simple materials from the surrounding environment as learning media, asking higher-order thinking skills (HOTS) questions orally, facilitating contextual small-group discussions, and adapting problem-based learning to limited classroom conditions. These practices reflect educators' adaptive abilities in maintaining cognitive development-oriented learning despite facing various limitations. However, its implementation has not been optimal due to time constraints, minimal pedagogical training, and a lack of supporting facilities. This research confirms that cognitive development in schools with limited resources is highly dependent on educators' pedagogical resilience, supported by strengthening professional competencies and systematic lesson planning.

Keywords


Pedagogical Resilience; Students’ Cognitive Development; Primary School Educator

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References


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DOI: https://doi.org/10.17509/didaktika.v5i4.95247

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