PENDEKATAN BEHAVIORISME, KOGNITIVISME, KONSTRUKTIVISME, DAN HUMANISME DALAM PEMBELAJARAN DI SEKOLAH DASAR
Keywords:
behaviorism, cognitivism, constructivism, humanism, elementary school learningAbstract
This study aims to examine and analyze four major approaches in learning theory, namely behaviorism, cognitivism, constructivism, and humanism, as well as the relevance of their application in the learning process at the Elementary School (SD) level. The method used is library research by analyzing various relevant primary and secondary literature sources. The findings show that each approach has distinct characteristics, basic assumptions, and pedagogical implications that are different yet complementary. Behaviorism emphasizes the importance of reinforcement and conditioning in shaping student behavior. Cognitivism focuses on internal mental processes and knowledge structures. Constructivism views learning as an active process of constructing knowledge. Meanwhile, humanism places student needs, motivation, and self-potential at the center of learning. In the context of elementary schools, an eclectic and adaptive integration of these four approaches can produce more holistic, meaningful, and student-centered learning. Elementary school teachers need to understand the theoretical foundations of each approach in order to select learning strategies most appropriate to the developmental characteristics of students aged 6-12 years.
References
Brooks, J.G. & Brooks, M.G. (1999). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria: ASCD.
Bruner, J. (1960). The Process of Education. Cambridge: Harvard University Press.
Dimyati & Mudjiono. (2006). Belajar dan Pembelajaran. Jakarta: Rineka Cipta.
Glasersfeld, E. von. (1995). Radical Constructivism: A Way of Knowing and Learning. London: Falmer Press.
Hamalik, O. (2011). Proses Belajar Mengajar. Jakarta: Bumi Aksara.
Maslow, A.H. (1987). Motivation and Personality (3rd ed.). New York: Harper & Row.
Piaget, J. (1950). The Psychology of Intelligence. London: Routledge.
Rogers, C.R. (1969). Freedom to Learn. Columbus: Charles E. Merrill.
Sagala, S. (2009). Konsep dan Makna Pembelajaran. Bandung: Alfabeta.
Skinner, B.F. (1953). Science and Human Behavior. New York: Free Press.
Slameto. (2010). Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.
Thorndike, E.L. (1911). Animal Intelligence: Experimental Studies. New York: Macmillan.
Trianto. (2007). Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik. Jakarta: Prestasi Pustaka.
Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
Watson, J.B. (1924). Behaviorism. New York: People's Institute Publishing Company.
Husna Amin, Aslan Aslan, and St Wijdanah Ram, “PENGARUH CYBERCULTURE PADA TRADISI KEAGAMAAN: STUDI LITERATUR TENTANG ADAPTASI DAN TRANSFORMASI BUDAYA,” SIBATIK JOURNAL: Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan 4, no. 6 (May 20, 2025): 811–22, https://doi.org/10.54443/sibatik.v4i6.2818.
Aslan Aslan and Dea Tara Ningtyas, “DIALOG IDENTITAS: INTEGRASI TRADISI KEAGAMAAN LOKAL DI TENGAH ARUS BUDAYA GLOBAL,” Prosiding Seminar Nasional Indonesia 3, no. 2 (May 10, 2025): 71–80.
Yadi Suryadi and Aslan, “PENGELOLAAN STRES PADA GURU HONORER DALAM KONTEKS PENDIDIKAN: KAJIAN LITERATUR,” Prosiding Seminar Nasional Indonesia 3, no. 2 (May 10, 2025): 40–50.
Didik Cahyono and Aslan Aslan, “THE ROLE AND CHALLENGES OF HONORARY TEACHERS IN THE NATIONAL EDUCATION SYSTEM: A LITERATURE REVIEW,” INTERNATIONAL JOURNAL OF SOCIETY REVIEWS 3, no. 5 (May 10, 2025): 867–74.
Christine Olidita Indahrami Sanggenafa and Aslan Aslan, “THE ROLE OF ULAMA IN CRIMINAL POLICY FORMATION IN INDONESIA,” INJOSEDU: International Journal of Social and Education 2, no. 5 (April 30, 2025): 1165–73.
