Piaget’s Development of Cognitive Learning According to Jean Piaget, the learning process actually consists of 3 stages, Namely assimilation,accommodation, And equilibration(balancing). The assimilation process is the process of unifying or integrating new information into existing cognitive structures in students' minds. Accommodation is the adjustment of cognitive structures to new situations. Equilibrationis an adjustment continuity between assimilation and accommodation. For example, a student already has knowledge about good and bad. Then the teacher gave a new lesson about good and bad actions according to Pancasila. So the process of adapting new material to the knowledge material that students already have is called assimilation. If this process is reversed, that is, the student's knowledge is adapted to new material, then this process is referred to asaccommodation. During the process of assimilation and accommodation, it is believed that there are changes in the cognitive structure of students. This process of change will one day stop. To reach the moment of stopping requires a process equilibration(balancing). If this equilibration process is successful, a new cognitive structure will be formed in students in the form of a harmonious integration of old knowledge with new knowledge. Someone who has good equilibration skills will be able to organize various information into a good, clear and logical sequence. Meanwhile, someone who does not have good equilibration skills will tend to have complicated, illogical and convoluted lines of thought. Apart from that, Piaget was of the view that the learning process must be adapted to the stage of cognitive development that students are going through. In this case Piaget divides it into 4 stages, namely: 1. Sensory motor stage (0 years to 1.5 years or 2 years) At this stage, the individual's intelligent behavior is in the form of motor activity as a reaction to sensory stimulation. Children do not yet have a fixed concept of objects, but only know things that are captured through their senses. 2. Preoperational stage (2 or 3 years to 7 or 8 years) At this stage the child's reaction to the stimulus is in the form of activity internal. Children already have systematic mastery of language, symbolic play, imitation, and mental imagery. Children are able to imitate behavior they saw the day before or the day before, and can anticipate. However, at this time, children's thinking patterns are still egocentric, their thinking is focused (only able to focus their thoughts on one dimension), and their thinking cannot be reversed. 3. Concrete Operational Stage (7 or 8 years to 12 or 14 years) Egocentric thinking is decreasing and children are able to think multi- dimensionally at once and are able to connect several dimensions. In addition, children are able to pay attention to dynamic aspects of thinking, and are able to think logicallyreversible(reversible). 4. Formal Operational Stage A person's way of thinking is not bound, it is separated from place and time. When faced with a problem, someone is able to think theoretically and analyze possible hypothetical solutions. Apart from that, individuals are also able to carry out a combination matrix of various possible problem solutions and then carry out hypothesis testing on these possible answers. The implication of Piaget's views in learning practice is that teachers should adapt the learning process to the cognitive stages of students. Because without adapting the learning process to cognitive development,teachers and students will have difficulty in achieving the set learning goals. For example, teaching students abstract concepts about Pancasila Second grade elementary school, without any effort to concretize these concepts is not only useless, but actually makes it even more confusing for students to understand the concepts being taught. In general, the application of Piaget's theory usually follows the following pattern: a. determine instructional objectives b. choose lesson material c. determine topics that students may actively study d. determine and design learning activities that are suitable for the topics that students will study. (These learning activities usually take the form of experimentation,problem solving,role play, etc) e. prepare various questions that can stimulate students' creativity in discussing and asking questions f. evaluate learning processes and outcomes.