Philosophy Of Constructivism Research Articles

The Nature of Differentiated Learning in The Perspective of Constructivist Educational Philosophy: A Systematic Literature Review

This study aims to examine differentiated learning from the perspective of constructivist educational philosophy, namely the application of differentiated learning and the relationship between constructivism and differentiated learning. This research used a qualitative approach, with a systematic literature review method using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis). This research used the Publish or Perish application to search for various relevant scientific articles taken from international journals, Scopus, with a range of 2014-2024. The data analysis technique for this research used thematic analysis. The result showed that the nature of learning differs from the perspective of constructivist educational philosophy regarding basically every student's knowledge. Constructivism includes a learning process where students must build their knowledge through knowledge and experience that has existed in students before. In learning, teachers help students reconstruct information by presenting meaningful learning. Meaningful in this sense, teachers must be able to organize learning by considering each student's uniqueness because each student is a different individual. The findings in this study showed that the application of differentiated learning based on the educational philosophy of constructivism can be a reference for teachers to direct students in constructing their knowledge independently by paying attention to all aspects of each student's learning. The implication of this study is to provide knowledge to teachers and prospective teachers, namely that the educational philosophy of constructivism can guide learning theory in the application of differentiated learning. Later, it can help improve the quality of learning, which will also increase human resources in Indonesia and help achieve national development goals.

Analysis of Constructivism Philosophy in Academic Student Management at MAN Insan Cendekia Paser

This study delves into the philosophical underpinnings of constructivism within the realm of student management. Constructivism, a pedagogical approach rooted in the belief that learners actively construct knowledge through their experiences, interactions, and reflections, has gained prominence in educational discourse. This research aims to critically examine how the principles of constructivism shape and influence the management of students in educational settings. The investigation employs a philosophical lens to scrutinize the core tenets of constructivism, exploring its implications for the design and implementation of effective student management strategies. By synthesizing educational philosophy and practical management methodologies, this study seeks to provide insights into how educators can leverage constructivist principles to enhance the overall learning experience for students. Through a comprehensive literature review and analysis, the research aims to contribute to the ongoing dialogue on the integration of philosophical perspectives into educational practices. By unraveling the connections between constructivism and student management, this study endeavors to inform educators, administrators, and policymakers about the potential benefits and challenges associated with adopting a constructivist approach in shaping the educational journey of students. The findings aim to guide educational stakeholders in fostering an environment that nurtures active learning, critical thinking, and meaningful engagement among students.

The Abstract Constructivism philosophy in Works of (Sabri Al-Sayed) as a Creative Source for Printed Fashion Designs for Women for matching Fashion Trends

The Abstract Constructivism philosophy in Works of (Sabri Al-Sayed) as a Creative Source for Printed Fashion Designs for Women for matching Fashion Trends

Faculty’s Perspectives of/on Cultural Diversity Management in a Multicultural Classroom

Higher education institutions are changing fast in terms of the inclusion of international students. Consequently, faculty are expected to provide enabling learning environments and experiences for education in diversity. Based on the beliefs and practices of social constructivism philosophy and rooted in the interpretive paradigm, this article examines how faculty in a Ugandan university manage multicultural classes and their efforts to promote inclusive classes and curriculum. Qualitative research methods were employed with a sample of eight faculty. Data were collected by means of face-to-face individual semi-structured interviews that were triangulated with document checks. Data analysis followedGay’s (2000) culturally responsive pedagogical framework, with faculty perspectives summarised in themes. The findings point to challenges in implementing a culturally relevant classroom management model, such as faculty’s inability to fully multiculturalise due to inadequate knowledge of cultural minorities’ backgrounds. However, they reveal that some faculty manage their classes adequately, show care and concern for non-Ugandan students, use several strategies to communicate with them, and endeavour to adjust to suit minority students’ learning styles. The study suggests that much remains to be done to ensure inclusivity and to promote the social constructionist perspective that is inclusive in teaching and learning.

Engaging Presence of Constructivism Philosophy in and through Management of Christian Education: Reflective Investigation

This paper attempts to stitch the participation of constructivism philosophy in the space of management, education, education management, and Christian education management. Such cross-disciplinary stitching became the locus of observation as well as a response to the presence of constructivism philosophy through critical reflection in education located in Christianity. Constructivism in this paper seeks to see knowledge not as an object of transfer to learners who are often perceived as objects of education. The position of teachers, management and policy makers in access to education is located at or as facilitators. The construction of knowledge according to constructivism philosophy originates and starts from the learners themselves. Thus, the teacher's position as a faciflitator seeks to transfer and strengthen the responsibility as much as possible and according to the portion of the learner. This research is based on qualitative research with a data search model using literature studies. The literature study brings together interrelated cross-disciplines between education management and Christian education management with the philosophy of the presence of participation in the philosophy of constructivism. The results show that constructivism philosophy takes responsibility, criticizes, responds, takes part in class discussions, forms circular seating (learning strategies), and contributes innovations and sees gaps that have not surfaced in the learning process.

Kurikulum Merdeka dalam Perspektif Filsafat Konstruktivisme

The dynamics of learning in Indonesia are very dynamic accompanied by increasingly rapid technological developments. The purpose of this study is to describe an independent curriculum that carries the concept of independent learning in the perspective of constructivism philosophy. The method used in this research is library research using a philosophical approach (analyzing the constructivism philosophy of the independent curriculum). The data collection technique used is the documentation technique which is carried out by collecting data sourced from books in libraries and the internet, as well as articles and journals related to various writings in research. The results of this study indicate that the independent curriculum that carries the concept of independent learning is very much in line with the philosophical theory of constructivism which encourages teachers and students to construct their own knowledge. The learning process is highly emphasized to create innovations that can motivate students to build their own learning experiences according to conditions. The curriculum that carries the concept of independent learning emphasizes student-centered learning (student center), the teacher is no longer a center of learning but a facilitator who helps facilitate students to explore their own knowledge, chooses a learning style that suits them, gives complete freedom to students to be able to grow a character that is brave, confident, independent, and disciplined.

Filsafat Konstruktivisme dalam Mengembangkan Calon Pendidik pada Implementasi Merdeka Belajar di Sekolah Kejuruan

The development of the business and industrial world (DUDI) demands an increase in hard skills, creativity and critical thinking from school graduates, including graduates of Vocational Schools. One of the efforts to achieve this is by implementing an freedom of Learn, where the learning process is constructivism which means student-centered learning. Furthermore, the understanding of a prospective educator related to the constructivism philosophy contained in the concept of independent learning must be improved first. This article will explain the philosophy of constructivism in the concept of freedom of Learn to develop understanding of prospective educators so they can implement it in vocational school learning. In this study the authors used the library research method, aiming to explore and collect relevant information and data from various sources obtained such as textbooks, dissertations, theses, research journals, research reports, documents of scientific discussion results, etc. Constructivism is defined as learning that emphasizes that knowledge is self-construction. Constructivism has an understanding of learning that emphasizes process rather than results and has the principle of student-centered learning, the teacher is only a facilitator and students discover more for themselves. This is very much in line with independent learning, students have the freedom to determine the knowledge they need by emphasizing the learning process. Prospective educators have an important role to play in building the competencies needed by students, these competencies are the 4C skills (critical thinking, communication, collaboration, creativity). Education that applies 4C skills and provides independence in thinking, digging for the truth, reasoning critically and seeing phenomena in students will form students with superior character who have adaptive abilities and are ready to face the industrial world.

Perspectives of the Independent Learning Program-Independent Campus in View of the Educational Philosophy of Constructivism and Humanism

Philosophy has long been a source of inspiration for educational thought and practice. The Merdeka Belajar-Kampus Merdeka Policy is one of the results of thoughts and inspiration in educational practice. The concept of Merdeka Belajar-Kampus Merdeka aims to release the shackles so that it can move more easily and have autonomy to organize itself. The purpose of this study is to examine the views of educational philosophy on the concept of Merdeka Belajar-Kampus Merdeka. This research is a literature study using books and articles as study material to analyze several philosophical views on the concept of Merdeka Belajar-Kampus Merdeka. The results of the study of this article produce study materials on philosophical perspectives based on ontological bases, epistemology, axiology and according to the perspectives of the schools of p, Constructivism and Humanism to the concept of Merdeka Belajar-Kampus Merdeka.

The Concept of Merdeka Belajar in Early Childhood: Comparative Study of Reggio Emilia and Ki Hajar Dewantara's Thoughts

This study aims to examine the concept of independent learning for early childhood according to Reggio Emilia and Ki Hajar Dewantara, to find out the implications of independent thinking of learning for early childhood on current education, to find similarities and differences in the concept of independent learning to learn in early childhood education according to Reggio Emilia and Ki Hajar Dewantara. This is important considering that Ki Hajar Dewantara is a figure known as the Father of National Education and Reggio Emilia, who was once named one of the best early childhood education schools in the world. The two elements of the educational approach can be collaborated and investigated with comparative qualitative research methods to compare or find similarities from concepts or data drawn to new conclusions using historical, pedagogical, and comparative approaches. In this study, the stages of data analysis are data reduction, data display, focus group discussion, verification, and conclusion drawing. The results show that the concept of independent learning for early childhood is intended to reduce the impact of the decline in student learning performance after COVID-19, with the contextual nature of the independent learning curriculum that can be applied according to different environmental conditions in each school. The implications of the concept of independent learning Reggio Emilia and Ki Hajar Dewantara use the philosophy of constructivism, which assumes that an individual builds learning knowledge based on objects, phenomena, experiences, and their environment. The opportunity to learn both approaches is made through games and art. Both approaches have similarities and strengths with the arts and the philosophical agreement that children learn through play by providing an engaging environment. While Reggio Emila's approach uses the term image of the child, which believes that children are individuals who are capable of doing things independently and with minimal interruptions from adults, Ki Hajar Dewantara uses the Among system through this, the teacher has a significant role to be a role model for children. Both figures have their respective points of view, but it does not become an inequality in the education system. Both views can be alternative considerations for the development of education.

Writing Skill Using Learning Log and Conferencing Technique: Collaborating Principles of Constructivism Philosophy for Non-English Department Student

Based on constructivism philosophy, this study investigates to find the learning technique of writing, in order to substitute the conventional technique of writing to improve writing skill. Log and conferencing technique has many advantages to reach the needs. In English syllabus of Animal Science program at Universitas Tidar, it is emphasized to apply writing in scientific form, so the use of grammar, diction and idea must be done appropriately. The major discussion is what learning log and conferencing is and how to apply it also how effective the learning model with this technique in improving writing skills for non-English Department students.
 Specific study has been given to make comfortable the relation and communication between teacher and student gradually and regularly. To get this aim, this study concerns with log and conferences techniques to animals science and using the new steps on writing learning style. The data from students and lecturers were collected and analyzed. Data analysis shows that the conferences appeared by variety of topics such as writing aspect, learning habits and English writing ability of each student. Second, the lecturer used varieties of approaches to communicate with each student in writing learning using learning log. Finally, the conferences contribute to a deliberative process critical to the process of learning to write. The students found conversations with the instructor helpful in their subsequent revisions whereas the instructor gained a better understanding of students’ difficulties in writing.

Cash Flow Management Challenges Faced by Small Family-Owned Businesses in Zimbabwe

Cash flow management has increasingly become a concept of interest in the context of small family-owned businesses in recent years. It is worth noting that the growth rate of family-owned businesses has continued to rise in recent years. The research aimed to explore the cash flow management challenges faced by small family-owned businesses in Zimbabwe. The research philosophy of constructivism was employed as it was more appropriate for explorative qualitative study. With the adoption of a qualitative approach, in-depth interviews and Focus Group Discussions (FGDs) were conducted. The research was conducted on 12 owners of small family businesses from diverse sectors of the economy. Then, thematic analysis was applied to analyze data from in-depth interviews and FGDs. The results show that small family-owned businesses face a myriad of cash flow management challenges. Those challenges are poor payables and receivables management, inadequate cash balances, lack of financial experts, absence of cash budgets, bad debts, cash instability, and Unhu/Ubuntu culture. The research outcomes have practical implications for financial institutions and governments when offering financial management capacity-building workshops. Interestingly, the management of family businesses can make evidence-based decisions related to cash management practices and cash operating cycles. The research can immensely enrich the extant mainstream literature on the family business.

School Health Business Management (Uks) To Improve Healthy Lifestyles In Sd Negeri Dki Jakarta

School Health Business Management (UKS) to improve a healthy lifestyle at SDN Jakarta, has not run optimally in its implementation, so that many UKS programs have not been realized as they should. If there is no solution, it is feared that UKS activities will not run. The specific purpose of this study is to get an overview of UKS management in improving a healthy lifestyle at SDN Jakarta. The general objectives are: a. To find out the UKS management plan in improving a healthy lifestyle at SDN Jakarta, b. To find out the organization of UKS management in improving a healthy lifestyle at SDN Jakarta, c. To find out the implementation of UKS management in improving a healthy lifestyle at SDN Jakarta, d. To find out the assessment of UKS management in improving a healthy lifestyle at SDN Jakarta. e. To find out the problems of UKS management in improving a healthy lifestyle at SDN Jakarta f. To find out UKS management solutions to improve a healthy lifestyle at SDN Jakarta. The philosophical basis of this research is the philosophy of constructivism, while the theoretical basis used is the management theory by GR Terry (2009), the theory by UKS Notoatmodjo, et al (2012) and the theory of healthy lifestyles by Kus Irianto (2004). qualitative. Data collection is done through: Documentation studies, observations, interviews, and triangulation. The results of the research include: planning, organizing, implementing, assessing, problems and solutions for UKS management to improve a healthy lifestyle at SDN Jakarta, requires visionary leadership, responsibility, and upgrading human resources with all supporting facilities so as to produce graduates who care about healthy lifestyles, healthy lifestyles, both in terms of input, process, output and outcome. Conclusion; UKS management to improve healthy lifestyles for SD Negeri DKI Jakarta students which has a positive impact on increasing healthy living behaviors both at school and in their environment

Foundations of Constructivism Philosophy in Classroom Learning

The presence of constructivism philosophy brought significant changes in learning in the classroom, especially the paradigm shift in learning, namely the paradigm of teacher centre to the student centre. Students are encouraged to use all of their abilities constructively by building meaning according to their understanding. This has also brought changes in the learning process, where teachers only act as facilitators, mediators and motivators who help active learners with their knowledge. One of the constructivism-based learning models is Contextual Teaching and Learning, which tries to link the material students learn with their real lives to find meaning.

Assessment of Knowledge & Awareness among the Professionals Regarding the Concept of Safety by Design

Purpose: Recently safety by design is widely used globally in the design phase of the project itself as a proactive approach to safety management. so the overall objective of this research is to assess the knowledge & awareness among Nepalese professionals regarding the concept of Safety by Design. Design/Methodology/Approach: The study covers a systematic review of a wide range of papers using content analysis followed by a scheduled questionnaire survey. Constructivism philosophy of research was used. Piloting assures the quality of five ranking Likert scale questionnaire before the survey. ANOVA test was used to analyze the response collected. Cronbach’s alpha assures reliability and literature comparison assures validity. Findings/Result: Most of the design professionals have heard of SbD from 2011 to 2020 during the college only as satisfactory to a good understanding. Understanding of the Clients was found to be satisfactory whereas that of Contractors and Engineers in abroad was having good understanding. They rarely get to address the worker's health and safety during the design phase even after realizing high importance. Lack of sufficient guidelines, manuals, online resources, or other materials that facilitate using of the SbD approach was found. Limited knowledge regarding SbD was considered as the most important factor that restricted the use of SbD in the construction industry. Also, no regulatory provisions and designer's limited experience were the ones to restrict the use of SbD. Regarding the factors contributing to the success of SbD, design professionals agreed that legislative force is the most important factor followed by tools and guidelines related to SbD. Apart from them engaging the SbD experts and support from industry are equally important for the success of SbD. Originality/Value: It is action research. This study helps in motivating and creating awareness among the design professionals working not only in transmission lines but also to study and use the concept of safety by design in their respective fields to eliminate the hazards. Paper Type: Ex-Post Facto Research

PENGEMBANGAN PEMBELAJARAN BERBASIS INKUIRI QUR'ANI

This study aims to determine inquiry-based learning in the Qur'an, as well as its implications in the development of learning. Inquiry-based learning is one of the student-centered learning strategies influenced by the constructivism philosophy, which aims to produce competency standards for graduates who are able to think critically, creatively, communicatively, and collaboratively, as a form of life skills that enable individuals to deal effectively with the demands and challenges of everyday life.
 In general, inquiry-based learning cues can be found in the Qur'an in inquisitive verses that begin with adawât al-istifhâm, either in the form of harf al-istifhâm (particle of interrogation) or in the form of ism al-istifhâm (interrogative noun). And in particular, it can be found in a series of verses of the Qur'an in Surah al-Thur/52: 29-43. which explains the invitation to think by combining empiricism and rationalism, or the scientific method. This invitation is addressed to the Meccan polytheists who accuse (hypothesize) the Prophet Muhammad as a shaman, madman, poet, author of the Qur'an.
 Inquiry-based learning cues can also be found in a series of verses in Surah al-Anbiya'/21: 51-67, which tells about the method used by the prophet Ibrahim a.s in teaching monotheism to his people. As well as in the series of verses of the Qur'an in Surah al-An'am/6: 75-79, which describes the investigation of the prophet Ibrahim a.s into the nature of God

Strategic communication, enhanced sustainability and embedded communities: Assessing approaches by a platinum mine in Zimbabwe

The article assesses strategic communication approaches used by Unki mine to enhance sustainability with its embedded community from 2016 to date in Shurugwi, Zimbabwe. Strategic communication scholars have concluded that mining communities are impoverished societies. The dominant scholarship in strategic communication is European based and there is a dearth of scholarship from Africa to contribute to the debate, which prompted the researcher to study a mining company from a developing nation like Zimbabwe. The study uses constructivism philosophy and interpretivist research theory, which are subjected to a qualitative case study of the Unki mine and the Rietfontein community. Interviews, focus group discussions and documentaries were used, as well as strategic communication and stakeholder theory. The findings of the study indicate that Unki mine has implemented Social Performance Initiative (SPI) programmes at Rietfontein that address the global sustainability expectations contained in the Millennium Development Goals (MDGs), as well as the Sustainability Development Goals (SDGs). Diverse strategic communication approaches, such as bottom-up, top-down, the issues approach, the Public-Private Partnership Model and the philanthropic approach, are used to engage the community for sustainability and stakeholder relationships.

Implication of Constructivism Philosophy on Teacher Professional Development: A Literature Review

Implication of Constructivism Philosophy on Teacher Professional Development: A Literature Review. Objectives: aim of the current study is exploring implication of constructivism on teacher professional development. Methods: This is a literature review conducted by selecting, evaluating, and synthesizing findings from previous research. Information found are analyzed by employing thematic approach. Findings: Constructivism views learning as active processes through which human grow by developing effective behavior in creating suitable adaptation to their environment. Implications of constructivism views on teacher professional development are growth is the ultimate purpose of teacher professional development, problem-based professional development, evaluation-integrated professional development, and ongoing professional development through learning by doing. Conclusion: Those implications can be seen as general principles in creating effective professional learning for teachers. The principles need to be investigated further in order to assess its efficacy against teachers working conditions. Keywords: constructivism, teacher professional development, teacher professional learning. Abstrak: Dampak Filosofi Konstruktivisme pada Pengembangan Profesi Guru: Suatu Kajian Literatur. Tujuan: Kajian ini bertujuan untuk mengeksplorasi implikasi filsafat konstruktifisme terhadap pengembangan profesional guru. Metode: Penelitian ini adalah penelitian kepustakaan yang dilakukan dengan menyeleksi, mengevaluasi, dan mensintesis temuan penelitian sebelumnya. Informasi yang terkumpul kemudian dianalisis dengan pendekatan tematik. Temuan: Konstruktifisme memandang belajar sebagai proses aktif yang melaluinya manusia tumbuh dengan mengembangkan perilaku yang efektif untuk menyesuaikan diri dengan lingkungannya. Implikasi pandangan konstruktifisme tersebut bagi pengembangan professional guru adalah pertumbuhan merupakan tujuan akhir dari pengembangan professional guru, pengembangan professional berbasis masalah, pengembangan professional terintegrasi dengan evaluasi, dan pengembangan professional berkelanjutan dengan belajar melalui tindakan. Kesimpulan: Implikasi-implikasi tersebut bisa dilihat sebagai prinsip umum dalam menciptakan lingkungan belajar yang efektif bagi guru. Prinsip-prinsip tersebut perlu dikaji lebih jauh untuk melihat kemanjurannya di dalam lingkungan kerja guru. Kata kunci: konstruktifisme, pengembangan professional guru, pembelajaran professional guru. DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202232

Metode Muraja'ah Hafalan Al-Qur'an di Madrasah Ibtidaiyah At Tamimi

ABSTRACT The background of this research is based on preliminary research on several Islamic Madrasahs in Garut Regency, it shows that the method of memorizing the Qur'an is not optimal because it is not optimal in planning, implementing and evaluating so that it has a negative impact on students' memorization. The purpose of this study was to obtain an overview of the planning, implementation, evaluation, problems and solutions of the Al-Qur'an muraja'ah memorization method in Madrasah Ibtidaiyah At Tamimi, Garut Regency. Qs theological foundation. Al-An'am: 105 and Qs. Al-Qamar: 17. The philosophical foundation uses the philosophy of constructivism, the theoretical foundation uses the principle of repetition in learning. This study used a qualitative approach, case study methods and data collection techniques were carried out through triangulation of observations, interviews and documentation studies. Meanwhile, the data source was through triangulation: madrasah principals, teachers and students. The results showed: First, in the planning aspects of the Al-Qur'an recitation of the muraja'ah method in Madrasah Ibtidaiyah, it involved various parties, namely foundations, committees, madrasah principals and teacher councils which included setting goals, determining materials, activities and evaluation tools to be used. Second, in the implementation aspect of the muraja'ah memorization method of Al-Qur'an, it consists of three activities, namely introduction, core and closing. In the core activities of the implementation, it involves supervisors and peers, namely muraja'ah memorization together being guided and listened to by the teacher, muraja'ah memorization listened to by peers and muraja'ah memorization, each listened to by the teacher. Third, in the aspect of evaluating muraja'ah memorizing Al-Qur'an, there are two types, namely evaluation of learning outcomes which are carried out every week, mid-semester, end of semester and end of graduation. Process evaluation is carried out in the following school year. Fourth, the problems faced in the method of memorizing the Al-Qur'an muraja'ah consist of student factors, namely the level of age maturity, differences in ability levels and lack of willingness or motivation to memorize, in terms of educators, namely the lack of teacher competence and environmental factors, namely family. and playmates. Fifth, the solution in dealing with the problem is to increase teacher competence, create a pleasant learning atmosphere, according to the age and character of students so that children are focused and motivated and are not affected by the surrounding environment. In addition, collaborating with parents of students and Koran teachers in their respective regions. Keywords: muraja'ah method, memorizing Al-Qur'an

Liberalisme dan Kesadaran Naif; Studi Kritis Pemikiran Pendidikan John Locke Dan John Dewey

This paper aims to assess the thoughts of two liberal figures related to the strengths and weaknesses of thought in the context of modern education. In this paper , the author tries to explore deeper and more broadly related to Liberal ideology and paradigm through two cross - age figures , namely the modern era and the contemporary era . The method used in this research is library research. Although these two Liberal figures have different views; namely John Locke is referred to as the main character of empiricism in education and John Dewey is referred to as an instrumental figure in education, but in O'neil's book these two figures fall into the category of Liberal figures, both of which complement each other. The final conclusion in this study is the modernization and renewal of learning centered on individual freedom, say student centered education - the problems that occur in society are not diminishing or disappearing, but from day to day they increase and accumulate, the philosophy of constructivism is that each child constructs own knowledge, it turns out that the goal is to humanize humans to fail, to produce people who highlight the competitive side and education capitalism

Konsep “Merdeka Belajar” dalam Pandangan Filsafat Konstruktivisme

This paper tries to understand the "Merdeka Belajar" policy program launched by the Ministry of Education and Culture of the Republic of Indonesia in the light of constructivism philosophy. Constructivism is a philosophi that assumes that knowledge is self-construction. Because the nature and learning outcomes are subjective, and depend on each individual, also uncertain, for one's constructivism entity and are more easily recognized by the term "Clutter Paradigm". There are parallels between what was proclaimed by Mas Minister Nadiem Makarim and the concept of education according to the philosophy of the concept of constructivism. Both of them emphasize the aspects of freedom, independence, and flexibility of educational institutions in understanding the competence of students. Learning arrangement with a chaotic approach so that students can be safe, comfortable, and easy to learn. Students as learning subjects –learner control play an important role in structuring the learning. The initiative of children as learners to learn –the willingness to learn- will die when faced with many rules that do not exist in the learning process. It takes freedom, reality, as well as positive attitudes and perceptions of learning as basic capital in the danger of learning initiatives that ultimately result in success in learning.