Improving Elementary School Students' Understanding of the Concept through Meaningful Learning in David Ausbel's Perspective

Authors

  • Andi Nurhasanah State Islamic University of Sulthan Thaha Saifuddin Jambi, Indonesia
  • Sri Ramadhanti Department of Theatre, Dance, and Music, Jambi University, Indonesia
  • Sapriya Utami State Islamic University of Sulthan Thaha Saifuddin Jambi, Indonesia
  • Fia Alifah Putri State Islamic University of Sulthan Thaha Saifuddin Jambi, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v6i4.2935

Keywords:

Concept Understanding, Meaningful Learning.

Abstract

Meaningful learning proposed by David Ausubel is a process that connects new information with relevant concepts that exist in the cognitive structure of students. The purpose of this study was to determine the level of understanding of the concept of elementary school students through meaningful learning (meaningful learning) David Ausubel. The method used in this research is descriptive qualitative research method. The results show that the use of Ausubel's meaningful learning theory in learning is the main attraction for students in carrying out learning activities, because the use of this strategy is a new way for them to acquire and develop their knowledge, in which students' cognitive abilities increase. In the learning process with Ausubel's meaningful learning theory, there are factors that support and hinder the learning process. Supporting factors such as teacher pedagogic competence and adequate infrastructure. While the inhibiting factors, namely the differences in the abilities and characteristics of students who are different and the spirit of learning is different.

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Published

2022-05-12

How to Cite

Nurhasanah, A., Ramadhanti, S., Utami, S., & Putri, F. A. (2022). Improving Elementary School Students’ Understanding of the Concept through Meaningful Learning in David Ausbel’s Perspective. Jurnal Basicedu, 6(4), 5728–5734. https://doi.org/10.31004/basicedu.v6i4.2935

Issue

Vol. 6 No. 4 (2022): August Pages 5501-7663

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