JEAN PIAGET COGNITIVE LEARNING THEORY AND STUDENT TEACHING STRATEGIES WITH SPECIAL EDUCATION NEEDS

Abstract

The field of education is an important area of producing useful human capital in the future. Thus, the Special Education Division does not miss the various alternatives or methods for producing students with special education (MBPK) who are capable of adapting to their daily lives. This study aims to study the application of Jean Piaget's cognitive learning theory in formulating appropriate teaching strategies for Pupils with special education. The main issue raised is the challenge in adjusting the teaching approach to the level of cognitive development of students with different special needs. This study uses a qualitative approach by involving observation and interviews of special education teachers in several schools. The findings show that the application of piaget principles such as learning through experience, cognitive adaptation (accommodation), and active interaction can enhance the understanding and skills of special needs students. Studies have also found that the use of strategies such as student-centered learning, the use of appropriate teaching aids, and hands-on activities are more effective in supporting their cognitive development. The implications of this study suggest that teaching tailored to the level of cognitive development of students, based on Piaget's theory, can enhance the effectiveness of learning among students with special education needs, thus helping them achieve the best potential in education.