International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Zulmi Ramdani; Deni Hadiana; Misbah Fikrianto; Novi Sylvia; Nur Alia; Andi Amri; Handan Can

doi:10.23947/2334-8496-2025-13-1-1-13

Authors

Zulmi Ramdani Institute of Social Science, Bursa Uludağ Üniversitesi, Bursa, Turkiye; Faculty of Psychology UIN Sunan Gunung Djati Bandung, Bandung, Indonesia https://orcid.org/0000-0002-7052-4462
Deni Hadiana Pusat Riset Pendidikan, Badan Riset dan Inovasi Nasional (BRIN), Jakarta, Indonesia https://orcid.org/0000-0002-6690-1587
Misbah Fikrianto Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Asy-Syafi’iyah, Bekasi, Indonesia https://orcid.org/0000-0002-7252-5354
Novi Sylvia Pusat Riset Pendidikan, Badan Riset dan Inovasi Nasional (BRIN), Jakarta, Indonesia https://orcid.org/0000-0001-9807-8188
Nur Alia Pusat Riset Pendidikan, Badan Riset dan Inovasi Nasional (BRIN), Jakarta, Indonesia https://orcid.org/0000-0003-1101-7580
Andi Amri Department of Islamic Banking, Universitas Muhammadiyah PROF DR Hamka, Jakarta, Indonesia https://orcid.org/0000-0001-9151-3933
Handan Can Department of Psychology, Bursa Uludağ Üniversitesi, Bursa, Turkiye https://orcid.org/0000-0003-4991-9803

DOI:

https://doi.org/10.23947/2334-8496-2025-13-1-1-13

Keywords:

adolescent, cognitive flexibility, differentiated instruction, students’ diversity

Abstract

Students are expected to be adequately prepared to respond to technological advancements and complex global challenges. In this context, cognitive flexibility plays a crucial role in facilitating the development of appropriate alternative strategies. Previous research has identified several relevant learning activities aimed at enhancing cognitive flexibility. In the context of differentiated instruction, cognitive flexibility is further elaborated through consideration of the individual uniqueness of students, the learning situation, and the environment, making this concept particularly relevant to the educational setting in Indonesia. Consequently, this study aimed to enhance the cognitive flexibility of adolescent students through differentiated instruction training. A total of 70 adolescent students participated in a one-group pretest-posttest experimental design using convenience sampling. The participants completed an informed consent form and engaged in training activities for approximately 4 weeks. The findings indicated that 66% of participants showed an increase in cognitive flexibility attitudes following the learning intervention. Furthermore, inferential statistical analysis revealed significant differences between pretest and posttest results. The differentiated instruction training proved effective in improving cognitive flexibility attitudes. This research has implications for the development of effective learning models and provides recommendations for the enhancement of skills among adolescent students, not only within the context of Indonesia but also for potential implementation in different cultures and locations.

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