Analisis Pembelajaran Volume Balok Berdasarkan Teori Belajar Kognitif di Kelas V Sekolah Dasar
DOI:
https://doi.org/10.24114/jmpsd.v4i1.77848Keywords:
cognitive learning theory, elementary mathematics, learning documentation, rectangular prism volumeAbstract
Learning the volume of rectangular prisms requires elementary students to connect length, width, height, cubic units, and multiplication. This article describes the available documentation of a Grade V lesson at a public elementary school in Merangin Regency, Jambi Province, and examines its relationship with cognitive learning theory. The study adopts a documentation-based descriptive approach using classroom photographs, a lesson video specifically addressing rectangular-prism volume, and the lesson plan included in the mini-research report. The analysis identifies information visible in the documents, distinguishes documented classroom conditions from planned instructional activities, and interprets the materials through Ausubel’s meaningful learning, Bruner’s enactive–iconic–symbolic representations, and Piaget’s cognitive development perspective. The documentation indicates the use of a board, ruler, laptop, projector, and teaching aids. The class context comprised 24 students; however, no individual-level evidence was available in the form of structured observation records, interview transcripts, student work, or assessment results. Therefore, the article does not draw conclusions about students’ understanding or instructional effectiveness. The analysis highlights the importance of connecting concrete models, visual representations, and symbolic volume formulas, while emphasizing the need for systematic process and outcome data in future research.
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