Study of Nonlinear Pedagogical Learning Models for Cognitive and Affective Development of Elementary School Students

Hari Yuliarto

doi:10.21831/pep.v28i1.72709

Study of Nonlinear Pedagogical Learning Models for Cognitive and Affective Development of Elementary School Students

Hari Yuliarto, Universitas Negeri Yogyakarta, Indonesia

10.21831/pep.v28i1.72709

Abstract

This research was conducted with the aim of advancing the psychomotor, cognitive and affective abilities of primary school students through a nonlinear pedagogical approach. The method adopted was Research and Development which combined quantitative and qualitative analyses. From a total of 2411 primary school teachers in 150 primary schools spread across the City District, 52 teachers were selected as samples in this study. Data analysis used a quantitative descriptive approach, focusing on the use of percentages. The results obtained showed teachers' understanding of nonlinear pedagogy with a general mean score of 2.705, indicating a relatively good performance. However, the lowest rating was found on the item "Teachers' Understanding of the LED Approach", with an average score of 3.247, while the understanding of "Co-operative Learning" achieved the highest score of 4.325, indicating a very good understanding. The findings reveal that overall, teachers' understanding of nonlinear pedagogy is still not optimal, underscoring the need for more in-depth training for physical education teachers, as well as strategies for effective implementation of nonlinear pedagogy in primary schools. This research invites new initiatives for teachers to embrace and implement innovative learning strategies that are in line with the demands of 21st century education, while exploring the impact of nonlinear pedagogy on the learning process.

Keywords

Learning strategies, nonlinear pedagogy, physical education, primary school

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DOI: https://doi.org/10.21831/pep.v28i1.72709