Akses terbuka Jurnal
Learning from Cognitive Slips: Reflective Mentoring and Error-Driven Informal Learning in Internship Contexts
Journal of Nonformal Education · Vol. 12 No. nformal (2026) · hlm. 72–84
- ISSN
- 2528-4541, 2442-532X
- Terbit
- 2026-02-15
- Penerbit
- Universitas Negeri Semarang
- Bahasa
- eng
Abstrak
Background: In the VUCA era, internships function as critical learning spaces bridging academic preparation and professional practice, exposing students to complex cognitive demands where errors shape learning trajectories. Research urgency: While experiential and informal learning are widely discussed, limited attention has been given to how interns learn from cognitive errors, particularly attention and memory slips, and how these challenges can be addressed through internship design. Research objective: This study examines how attention and memory slips operate as cognitive thresholds in interns’ informal learning, explores the role of reflective practice in transforming these slips into adaptive learning opportunities, and proposes an integrated internship design model. Research method: A qualitative interpretivist–constructivist approach was employed involving 30 undergraduate interns across corporate, creative, and educational sectors. Data were collected through interviews, reflective journals, and field observations and analyzed using thematic analysis with cross-case comparison. Research findings: Attention slips were linked to cognitive overload and task fragmentation, while memory slips were associated with procedural disruption, fatigue, and the absence of cognitive aids. Supported by psychological safety, reflective supervision, and tools such as digital checklists, these slips became catalysts for informal learning and metacognitive regulation. Research conclusion: Attention and memory slips function as developmental thresholds that, when reflectively scaffolded, strengthen cognitive resilience, procedural fluency, and professional judgment. Research novelty: This study advances a cognitive scaffolding framework that positions attention and memory slips as interconnected triggers for reflective mentoring and error-driven informal learning in internship contexts.
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20 penulis · 52 tautan kepenulisan bersama · 10 lintas organisasi
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- State University of Malang
- Lampang Rajabhat University
- Universitas Duta Bangsa
- Universitas Jenderal Achmad Yani
- University of Kuala Lumpur
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| Rekan penulis | Organisasi | Artikel bersama |
|---|---|---|
| Andi Basuki | State University of Malang | 2 |
| Mohammad Arief | State University of Malang | 1 |
| Madziatul Churiyah | State University of Malang | 1 |
| Heri Pratikto | State University of Malang | 1 |
| Dewi Ayu Sakdiyyah | State University of Malang | 1 |
| Filianti Filianti | State University of Malang | 1 |
| I Nyoman Suputra | Afiliasi tidak diketahui | 1 |
| Ari Gunawan | Afiliasi tidak diketahui | 1 |
| Afis Baghiz Syaifruddin | Afiliasi tidak diketahui | 1 |
| Faulinda Ely Nastiti | Universitas Duta Bangsa | 1 |
| Dedy Hariyadi | Universitas Jenderal Achmad Yani | 1 |
| Sri Sumarlinda | University of Kuala Lumpur | 1 |
| Yoto Yoto | State University of Malang | 1 |
| Marsono Marsono | State University of Malang | 1 |
| Agus Suyetno | State University of Malang | 1 |
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