COGNITIVE LEARNING THEORY OF PIAGET AND TEACHING STRATEGIES FOR SPECIAL EDUCATION STUDENTS

Abstract

Teaching and learning for Special Education Students (MBPK) face various constraints and challenges in ensuring that they can follow all the teaching and learning processes provided by teachers. Accordingly, this study focuses on Piaget’s cognitive learning theory and its application in MBPK teaching strategies. The data collection method used is secondary data obtained from local and international studies that focus on the application of Piaget’s cognitive theory. Through in-depth analysis, it was found that the application of Piaget’s cognitive theory significantly influences the effectiveness of formulating teaching strategies for MBPK. Therefore, the implications of this study can serve as a reference and guide for teachers to address MBPK teaching and learning issues. Consequently, it provides MBPK with the opportunity to compete academically and build their knowledge for their future careers.