Pengaruh Pendekatan Neuro-Reflektif terhadap Regulasi Emosi danKemampuan Kognitif Siswa dalam Pembelajaran
DOI:
https://doi.org/10.46773/0nzmv121Abstract
Regulasi emosi dan kemampuan kognitif merupakan dua aspek fundamental yang menentukan kualitas proses pembelajaran siswa. Namun, pendekatan konvensional yang berfokus pada transmisi pengetahuan sering kali mengabaikan dimensi neuropsikologis dalam pendidikan, sehingga siswa mengalami hambatan dalam mengelola emosi dan memproses informasi secara optimal. Penelitian ini bertujuan untuk menganalisis pengaruh pendekatan neuro-reflektif terhadap regulasi emosi dan kemampuan kognitif siswa pada jenjang pendidikan menengah. Metode yang digunakan adalah quasi-experimental dengan desain pretest-posttest control group, melibatkan 64 siswa yang dibagi secara proporsional ke dalam kelompok eksperimen dan kelompok kontrol. Data dikumpulkan melalui skala regulasi emosi adaptasi Gross dan instrumen asesmen kognitif berbasis taksonomi Anderson. Hasil penelitian menunjukkan bahwa kelompok eksperimen yang mendapatkan intervensi neuro-reflektif memperlihatkan peningkatan signifikan pada skor regulasi emosi (p < 0,01) dan kemampuan kognitif tingkat tinggi (p < 0,05) dibandingkan kelompok kontrol. Temuan ini mengimplikasikan bahwa integrasi prinsip neurosains dalam strategi reflektif pembelajaran dapat menjadi alternatif inovatif untuk meningkatkan kualitas pendidikan secara holistik.
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Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives: complete edition. Addison Wesley Longman, Inc.
Ansari, D., Coch, D., & De Smedt, B. (2020). Connecting education and cognitive neuroscience: Where will the journey take us? Educational Philosophy and Theory, 53(8), 787–798.
Cozolino, L. (2013). The social neuroscience of education: Optimizing attachment and learning in the classroom. WW Norton & Company.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964.
Doidge, N. (2016). The brain’s way of healing: Remarkable discoveries and recoveries from the frontiers of neuroplasticity. Penguin life.
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Immordino-Yang, M. H. (2015). Emotions, learning, and the brain: Exploring the educational implications of affective neuroscience. WW Norton & Company.
Ismail, I. (2025). THE CONCEPT OF EDUCATOR PATIENCE IN THE PERSPECTIVE OF ISLAMIC EDUCATION PSYCHOLOGY: ACTIVE AND PASSIVE PATIENCE. AT-TA’DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM, 198–211.
Ismail, I. (2026). KAJIAN TEORETIS INTEGRASI MODEL MULTIPLE INTELLIGENCES DAN EXPERIENTIAL LEARNING DALAM PEMBELAJARAN. AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan, 8(1), 163–182.
Ismail, I., & Wardi, M. W. M. (2025). Transforming Elementary School Students’ Science Literacy through Scratch-Based E-Modules Integrated with Islamic Value. International Journal of Elementary Education, 9(2), 237–247.
LeDoux, J. (2016). Anxious: Using the brain to understand and treat fear and anxiety. Penguin.
Najmi, A. (2024). PERAN KESABARAN PENDIDIK DALAM MENCIPTAKAN KEPRIBADIAN SISWA BERKUALITAS PSIKOLOGI PENDIDIKAN ISLAM. Istifkar, 4(2), 200–212.
Najmi, A., & Fattah, A. (2025). IMPLEMENTASI PEMANFAATAN TEKNOLOGI DALAM PENDIKAN FORMAL DI PESANTREN (STUDY KASUS DI SMP MATHLAUL ULUM TAMBUKO SUMENEP). As-Sulthan Journal of Education, 1(4), 816–822.
Najmi, A., & Ismail, I. (2025). Eksplorasi Makna Hidup Anak Gen Z di Era Digital. Abdurrauf Journal of Education and Islamic Studies, 2(1), 25–35.
Ochsner, K. N., & Gross, J. J. (2005). The cognitive control of emotion. Trends in Cognitive Sciences, 9(5), 242–249.
Reigeluth, C. M. (2016). Instructional theory and technology for the new paradigm of education. RED: Revista de Educación a Distancia, (50), 3–17.
Sayyi, A., Athoâ, S., Fithriyah, I., & Al-Manduriy, S. M. (2022). Kesetaraan dalam Pendidikan Sebagai Praksis Responsif Gender Era Society 5.0 di Pesantren. DINAMIKA: Jurnal Kajian Pendidikan Dan Keislaman, 7(2), 76–94.
Sousa, D. A. (2017). How the brain learns. In Corwin Press,.
Wardi, M., Ismail, I., & Makki, A. (2019). Perbandingan Pendidikan; Pemahaman Simbolis Dan Substantif PAI Di Madrasah Dan PAI Di Sekolah Umum. Nidhomul Haq: Jurnal Manajemen Pendidikan Islam, 4(1), 23–33.
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