Constructivist-based Learning Research Articles

Innovative Learning Strategies to Enhance Student Motivation and Academic Achievement: A Constructivist Learning Perspective in Islamic Religious Education

This study aims to evaluate the effectiveness of innovative, constructivist-based learning strategies in enhancing student motivation and academic achievement. The constructivist approach, which emphasizes active, project-based, and collaborative learning, was implemented in a higher education setting to assess its impact on student motivation and academic outcomes. A quasi-experimental research design with treatment and control groups was employed, involving students from various academic programs. Data were collected through questionnaires measuring learning motivation and academic performance before and after the implementation of innovative strategies. Data analysis was conducted using descriptive and inferential statistics, including t-tests to compare differences between the treatment and control groups. The findings indicate that the application of constructivist-based innovative learning strategies significantly improves student motivation and academic achievement. Active and project-based learning methods increased student engagement and facilitated better understanding of the material, as reflected in improved academic outcomes. The study also underscores the importance of a supportive learning environment, including the use of digital technology, in fostering the learning process. Limitations of the study include a limited sample size and contextual variables that may influence the results. The study provides recommendations for educational institutions to adopt innovative learning strategies and encourages further research to explore various learning approaches in greater depth

Action research to design a model for mediation in online discussion forums

Online discussion forums are potentially invaluable for developing learners’ higher order thinking skills through the power of writing and reflection in quality online learning spaces. In such forums, learners’ interactions are facilitated, or mediated, by instructors to create more meaningful and effective constructivist-based learning. Despite a wealth of instructor mediation theories and the recent global movement to online/blended teaching precipitated by COVID, few practical application mediation models exist. The purpose of the study was to (1) present a mediation strategy model for instructors, drawn from the analysis of an intervention program designed to develop higher order thinking, and (2) explore how those mediation strategies may be applied in these forums individually and collectively. Qualitative data were gathered through asynchronous forums, a post-survey, and my observation notes. Three existing content analysis instruments, the Interaction Analysis Model, Cognitive Dimension of Revised Bloom's Taxonomy, and Krathwohl's Affective Domain were used to translate participants’ forum interactions into quantitative data. I created an original coding framework to analyze instructional mediation strategies by generating categories inductively from the raw data. This framework, presented herein, forms the basis of a new, practical mediation model, consisting of twenty strategy-based codes in four broad categories−Cognitive-Related, Affective-Related, Co-construction-Related, and Overarching. The study concludes that learners’ thoughts appear to broaden and deepen in forums when an intentional, contingent blend of cognitive mediation strategies is merged with mediation strategies aimed at building (1) affect for rapport, and (2) social interaction for the co-construction of knowledge.

Pemanfaatan Teknologi Digital dalam Pembelajaran Konstruktivisme: Meningkatkan Kualitas Pendidikan di Era Digital

Today's technology has had a significant impact in a variety of sectors, including education. Education today is not only done offline in the classroom, but also through interactive and collaborative online classes using a meeting app. The aim of this study is to explore a wide range of digital technologies that can be used in a constructivist-based learning approach to improve the quality of education in the digital age. The main issue in this study is the importance of the use of digital technology in the teaching learning process with a learning approach based on constructivism. The method used in this research is the study of literature or Library reviews, by collecting and analyzing various journals on digital technology, constructivism, and education. The result of this research is that digital technologies integrated into constructivist-based education can help improve the quality and efficiency of education. In conclusion, digital technology has the potential to improve the quality and efficiency of learning constructivism in the digital age, but should be used wisely and responsibly by teachers and pupils.

The Use of The Lectora Inspire Assisted Poe Learning Model on Body Defense System Material

The POE (Predict-Observe-Explain) model is a constructivism-based learning model that allows students to build their own knowledge. The purpose of this study was to assess the effect of the Lectora Inspire-assisted POE learning model on students' critical thinking skills. The research sample was 32 students of class XI MIPA 1 as the control class and 32 students of XI MIPA 3 as the experimental class. This type of research is a quasi-experimental research design with nonequivalent control group design where in this study one group was given learning treatment using the Predict-Observe-Explain (POE) model assisted by Lectora Inspire and the other group was not given any treatment. The data was obtained through a description test. Based on the results of hypothesis testing using T-test analysis, the value of Tcount is 4.309. The value of Tcount is 4.309 mote than Ttable 1.999 at a significance level of 0.05 then Ho is rejected, meaning that there is an influence of the Lectora Inspire-assisted POE learning model on students thinking skills on the bodys defense system material.

Measuring Students' Scientific Argumentation Skills in Explaining Phenomena Related to Acid-Base Concepts

Scientific argumentation is one of the main competencies of students in communicating chemical phenomena through the application of conceptual mastery that they have understood. The development of this ability has been postulated in the 2013 curriculum through constructivist-based learning approaches and scientific inquiry, either in the classroom or the laboratory. However, there is relatively little information on how students' scientific argumentation skills develop. This study aims to measure students' scientific argumentation skills in explaining five science phenomena related to the acid-base concept, namely: acid rain, salt crystal making, the use of antacids as ulcer medicine, the use of CaMgCO3 dolomite fertilizer, and the difference in the acidity level of HCl and H2SO4, using Rasch modeling. Each phenomenon was measured by three multiple-choice test items, which were developed to test students' ability to make claims (Q1), evidence (Q2), and justification (Q3). The data were analyzed using Rasch modeling, allowing researchers to measure the item and individual respondent levels. Respondents were 100 chemistry students in Gorontalo, who were differentiated in gender and adversity quotient. The results showed that the measurement instrument has good validity and reliability. In addition, it was found that students' abilities differed; some items responded differently regarding gender and adversity quotient. Most students tended to be weak in explaining the phenomenon of acid rain, the use of antacids for ulcer disease, the use of dolomite fertilizer, and the difference in the acidity level of HCl and H2SO4

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.

Efektifitas Model Group Investigation dalam Meningkatkan Hasil Belajar IPS Di Sekolah Dasar

Learning in the 21st century directs students to formulate problems and suppress cooperation in groups to be able to think critically and communicatively. Students at this time are expected to be able to investigate a topic by learning discovery, learning content and learning to work cooperatively so that learning objectives are achieved. The purpose of this study was to determine the effectiveness of the Model Group Investigation on improving social studies learning outcomes in elementary schools. The problem-solving effort above is that the teacher must use an appropriate learning model so that students increase their learning outcomes. Group Investigation (GI) is a complex cooperative learning model because it combines the principles of cooperative learning with constructivism-based learning. The essence of the Group Investigation (GI) learning model is that when the teacher's learning process involves small groups where students work using cooperative inquiry. The advantage of using the Group Investigation (GI) type cooperative model is that students work together and interact with each other so as to make students more active in the learning process from the beginning to the end of learning. The methodology used in this research is a qualitative research that is library research that uses journals, books and other literatures as objects of study. This research produces information in the form of notes and descriptive data contained in the text under study. This qualitative research uses descriptive analysis. The descriptive analysis method will provide a clear, objective, systematic, analytical and critical description of the effectiveness of the Group Investigation (GI) model in improving social studies learning outcomes in elementary schools. The results of this study conclude that the Group Investigation (GI) model can improve social studies learning outcomes in elementary schools.

7E MODEL: AN EFFECTIVE INSTRUCTIONAL APPROACH FOR TEACHING LEARNING

7E model developed by Eisenkraft (2003) is an inquiry-based instructional model based on the theory of constructivism. The seven stages of this constructivist-based learning cycle model are Elicit, Engage, Explore, Explain, Elaborate & Evaluate and Extend. The present paper is intended to explore the historical background of constructivist 7E Model, the phases of the 7E learning cycle model, role of teacher and the students in the 7E model, the advantages of the 7E Model of learning and implications for using constructivist 7E model to facilitate teaching and learning. The researcher has found 7E Model very effective both for teachers and students and has recommended that teachers should be encouraged to use the 7E learning cycle model in their classrooms for effective teaching-learning. KEYWORDS: 7E Learning Cycle Model, Constructivist Approach, Effective Teaching-Learning

STUDENTS’ PERCEPTIONS OF DESIGN-BASED INTERACTIVE LEARNING TOOLS IN A CONSTRUCTIVIST-BASED LEARNING ENVIRONMENT

In this 21st century, the development of technology has brought changes in many aspects of our life, especially brought huge impact in education sector. Research has shown that constructivist-based learning environment provide students with more active, engaging and problem-solving learning experiences. Interactive learning tools such as blog and Kahoot are able to provide more interactive, real time feedback, enhance communication and collaboration between teacher and students. This study investigates students’ perception of using interactive learning tools in a constructivist-based learning environment. Qualitative research approach was adopted to gauge the students’ attitudes and perceptions towards the use of blog and Kahoot in their learning process. The results of the study have shown that students have become active learners by actively participated in class activities. Apart from that, it has been found that students improve continuously, became independent learners, actively giving and receiving feedback from lecturer and classmates. The results of this study will bring benefits to lecturers and higher education institutions where they will understand the advantages of integrating interactive learning tools in the constructivist-based learning environment. Lecturers will need to design and impart skills and competences that employers need the most so that they can integrated in the curriculum.

Constructivism-Based Learning Module for Middle School Students' Creative Thinking on the Interaction of Living Things and Their Environments

Constructivism-based learning module research aims to analyze the effect of using the module on the creative thinking of junior high school students regarding the interaction of living things and their environment. This quasi-experimental study used the Pretest Posttest Control Group design with the research subjects being grade VII students of SMP Negeri 2 Kampar. At the beginning of the implementation, students were given creative thinking pretest questions, then students studied constructivism-based learning modules and were given posttest questions. The parameters of creative thinking are 4 indicators, each indicator has 5 questions. Hypothesis analysis using t-test. The results showed that the control class has an average pretest of 61.75 (quite creative). Meanwhile, in the experimental classhas an average posttest of 81.25 (creative). The results of hypothesis testing show tcount > ttable with a value of 3.891 > 2.010. In conclusion, the use of constructivism-based learning modules has an effect on increasing students' creative thinking regarding the interaction of living things and their environment.

Multicultural Education through Constructivist Learning Strategies

The Madrasa as Islamic educational institutions has a crucial role in promoting multicultural education values ​​so that students avoid prejudice, suspicion, and intolerance. The Akidah Akhlak Teachers at MI Masalikil Huda 2 have a unique way to promote these values, namely through constructivism-based learning strategies. With a qualitative approach relying on the interview, observation, and documentation techniques, the researchers try to answer two important questions; how the teacher's strategy in introducing students to the values ​​of multicultural education and what approaches they use in the learning process in the classroom. Finally, this research concludes that teachers instill the values ​​of democracy, tolerance, equality or equality, brotherhood or kinship, and the value of unity in learning Akidah Akhlak. There are four constructivism strategies in the delivery of multicultural education, namely cooperative learning, conceptual achievement, exemplary, habituation, and role-playing. They also rely on historical approaches, gender perspective approaches, and aesthetic approaches. Thus, the claim that the madrasa is inconsistent in delivering Islamic religious material with a multicultural perspective is refuted by the findings of this research.
 Keywords: Multicultural Education, Constructivism Learning Strategies, Cooperative Learning.

Penerapan Model Introduction Connection Application Reflection Extention (ICARE) Dipadu Modul Pembelajaran Berbasis Konstruktivisme Untuk Meningkatkan Keterampilan Berpikir Kritis Dan Hasil Belajar Peserta Didik

Critical thinking skill plays an important role in achieving maximum learning outcomes. The lack of involvement in critical thinking skills activities impacts students’ learning outcomes. This study aims to analyze whether the ICARE learning model application combined with constructivism-based learning modules can improve students' critical thinking skills and learning outcomes. The research method is an experiment with a pretest-posttest control group design. This study was conducted in MAN 4 Aceh Selatan and MAS Ashhabul Yamin Aceh Selatan during the even semester (2020/2021 Academic Year) with the population of 196 students of science class XI. The research sample was 119 students, namely the experimental group 58 and the control group 60. The parameters measured are critical thinking skills and learning outcomes. Data on critical thinking skills and learning outcomes were analyzed by parametric statistics using an independent sample t test, while to observe the correlation of critical thinking skills with learning outcomes was conducted through correlation and regression analysis. The results showed that there was an increase in critical thinking skills and student learning outcomes after being taught using the application of the ICARE learning model combined with constructivism-based learning modules on the respiratory system material. The correlation coefficient obtained is 0.832 which indicates there is a positive relationship between critical thinking skills and learning outcomes with strong interpretations. The conclusion of this study is that the application of the ICARE learning model combined with constructivism-based learning modules can improve students’ critical thinking skills and learning outcomes on respiratory system material. Keywords: ICARE, Constructivism, Critical Thinking Skill, Learning Outcomes.

Constructivist-Based Learning on Students Psycho-Productive Skills Performance in Agricultural Science

Constructivist-based approaches to teaching typically make extensive use of problem-based learning (PBL) and learning-by-doing (LBD) which were used to investigate their effects on psycho-productive skills in Agricultural science in secondary school. The research design adopted was a pre-test, post-test, non-randomised control group quasi-experimental. The sample comprised eighty-four students from three schools (intact classes) with thirty-one, twenty-three and thirty in experimental 1, 2 and control groups respectively. The Psycho-productive Skills Performance Test (PSPT) and Psycho-productive Skills Performance Rating Scale (PSPRS) were the two instruments developed by the researchers and administered as pre and post tests. The PSPT was subjected to content validity and item analysis, its reliability test through spilt-half method gave a co-efficient value of 0.74 and for the PSPRS, using Cohen’s Kappa statistic when subjected to inter-rater reliability it gave a value of 0.84. The data collected were analysed with the use of frequency counts, percentages, mean, standard deviation, t-test and ANOVA. The results reveal significant effect of instructional strategy on psycho-productive skills performance in Agricultural Science. Furthermore, it shows no significant effect of parents’ education level on the students’ psycho-productive skills performance in Agricultural Science. Arising from the findings, it was recommended among others that PBL and LBD learning strategies should be incorporated in the teacher education programmes as part of their training.

THE ETHNOMATHEMATICS OF TUTUWARU COMMUNITY IN THE CRAFTS OF KOLI LEAF WEAVING

Ethnomatemics-based mathematics concept implementation can be carried out through constructivism-based learning such as realistic mathematics, problem-based and learning with a scientific approach. This research purpose to explore the form of ethnomatemics on the woven cabbage leaves of the Tutuwaru community and analyze the process of understanding mathematics from the perspective of indigenous people and indigenous knowledge and examine the development of woven form ethnomatatics in school mathematics. The method used in this research is descriptive qualitative research. The subjects are 2 members of the weaving community, while the objects of research are Nyiru (winnowing-basket), Topi (hat), Keranjang dan Bakul (basket). The results showed that the form of weaving from a typical local Koli (cabbage) tree, could be connected with several mathematical concepts such as basic geometry and arithmetic. The hexagonal concept based on the understanding of multiples is an "indegious knowledge" that exists in the Tutuwaru community in constructing the form of nyiru-woven, reflection, points, lines and tessellation. These mathematical ideas can be used as context in school mathematics learning

Primarily research on the mathematical problem-solving abilities of grade X Vocational High School students for Computer and Network Engineering Competencies

Computer and network engineering are one of the skill competencies in Vocational high school. Graduates of this major are expected to have problem-solving abilities to be able to compete in the working world. Mathematics is a subject that can develop mathematical problemsolving abilities. This study aimed to see, review and describe the mathematical problem-solving abilities of students and draw conclusions about these things as the phenomena found and to review the conditions of the learning devices used and developed by the teacher. This research used descriptive quantitative research methods. The data was collected through interviews, observations, and giving tests. Data analysis techniques used descriptive techniques for the results of observation and interview data, and scoring rubrics for mathematical problem-solving abilities for test result data. The results showed that the students' mathematical problem-solving abilities were still not relatively low. Some of the factors that cause this are 1) the learning was still using the lecturing method so that learning became meaningless, 2) students were accustomed to copying and memorizing formulas given by the teacher without understanding them, 3) the learning tools used were the same for each skill program, 4) a mathematics learning approach had not led students to be actively involved in the learning process and had not guided students to construct their knowledge in improving mathematical problem-solving abilities. Based on these results, further action is needed in the form of research on the development of constructivism-based learning tools to improve the mathematical problem-solving abilities of students in the Vocational High School for Computer and Network Engineering Competencies.

Training on Contemporary Learning Models to Improve the Ability of Teachers of SMAN 2 Painan to Perform Classroom Action Research

To help the teachers of SMAN 2 Painan improve their ability to implement contemporary learning models in CAR activities, this community service activity is carried out in the form of training. The materials that will be given during the training are focused on the following matters; 1) various contemporary learning models and how to implement them, 2) general description of CAR (definition, goals, benefits), preparation of proposals, and reporting, 3) various approaches / models / methods / strategies in learning that might be adopted. This activity aims to help the teachers of SMAN 2 Painan to improve their knowledge and skills in applying constructivism-based learning models in classroom action research. Specifically, after this activity the teachers of the Painan 2 High School have the ability to; 1) implementing learning models based on constructivism, 2) reflecting on their learning practices, 3) selecting and applying the learning methods / models / strategies they choose as remedial actions, 4) determining and developing suitable PTK instruments, 5 ) analyzing quantitative and qualitative data, 6) preparing CAR proposals, 7) preparing final reports, and 8) writing scientific articles based on CAR. This activity has a direct benefit for the teachers of SMAN 2 Painan in their efforts to improve their learning practices, and this is determined to have a positive effect on student optimization in learning.

VOCATIONAL SCHOOL STUDENT READINESS IN FACING THE WORLD OF WORK: INDONESIA CASE FROM COMPETENCY PERSPECTIVES AND EMPLOYABILITY SKILLS

Purpose of the study: This study investigates the effect of competence and employability skills on the work readiness of vocational students majoring in accounting in Indonesia. Methodology: This study uses a quantitative approach. The research data were obtained using a questionnaire survey of vocational students majoring in accounting in South Tangerang. The final sample used in testing was 284 questionnaires—data analysis using multiple linear regression with SPSS 23 version. Results: The results of this study suggest that competence and employability skills positively affect work readiness. The findings of the study are useful for vocational students in increasing their readiness to face the workforce. Implications/Application: Future studies are expected to explore further the variables that influence competence and its effect on work readiness and career development, including learning achievements, internships, and ICT Skills. Also, future studies are expected to be able to prepare better test instruments and proportional test times to get more accurate competency measurements. Furthermore, this study is expected for Vocational Schools to prioritize constructivism-based learning processes in order to obtain more optimal student competencies. Meanwhile, for policymakers, it is expected to develop policies that can maximize the competency and employability skills of vocational students. Specifically, this research can be used by SMK teachers majoring in Accounting in Indonesia to measure the accounting competence of their students to minimize unemployment. This research can also be an input for researchers and competency assessors of the Professional Certification Institute (LSP) in Indonesia to determine appropriate competency standards for junior-level accounting specialist technicians. Novelty: This study is one of the very few studies investigating competence and employability skills altogether and their impact on work readiness in Indonesia cases. It is essential to be conducted because the graduates of vocational school should be assessed by the LSP licensed by the National Competency Certification Agency (BNSP) to ensure that their competencies and employabilities fulfill the needs of work users. This study also has a novelty in using a new test instrument to measure the competency level of accounting students of vocational high school. The test instrument can be used by teachers and training practitioners to compare practical competency measurements for students.

PENGEMBANGAN LEMBAR KERJA SISWA BERBASIS KONSTRUKTIVISME YANG DILENGKAPI MIND MAP DALAM PEMBELAJARAN MATEMATIKA

Learning resource is a material that can be utilized in support of teachers in the learning process, either directly or indirectly to improve the learning objectives. Learning resources that are usually used for teachers in the school including the Student Worksheet. The purpose of this peneltian is making mathematical constructivism-based learning device which features a mind folder on the material of the triangle and quadrilateral which is valid and practical. This research is research development by using the 4-D model of development which consists of define, design, develop, disseminate. In this phase, the needs analysis conducted define the analysis of curriculum, learner analysis, and analysis of materials-related problems in learning mathematics. On the design phase carried out the design of Constructivism-based student work sheet that comes mind folder on the triangular and quadrilateral meteri, then conducted a validation by experts. Phase test the practicalities do develop to a limited extent. The practicalities of data retrieved from sheet keterlaksanaan worksheet students, and practicalities of learners. On the research of this face disseminate is not done

THE ROLE OF CONSTRUCTIVISM-BASED LEARNING IN IMPROVING MATHEMATICAL HIGH ORDER THINKING SKILLS OF INDONESIAN STUDENTS

To make students actively involved in learning to grasp mathematical higher-order thinking skills (MHOTS) is not easy. Meanwhile, the ability is so important for students to master for it takes place when students continue their studies to a higher level or work within a variety of professions, especially in the era of industrial revolution such nowadays. Many factors affect students' thinking abilities, including learning factor. This study, which implemented constructivism-based learning, aims to investigate the role and contribution of constructivism-based learning approaches as well as mathematical prior knowledge (MPK) to the achievement of MHOTS of middle secondary school students. The data tested through Multivariate Analysis at the 0.05 significance level. In general, this study found that: (1) In the experimental class, learning approach plays an important role in the way it increased students' MHOTS significantly. (2) The average contribution of constructivism-based learning to MHOTS was at the range 18% to 57%. (3) Student activity in learning increased significantly. (4) In some cases, there is an effect of interaction between learning factors and MPK towards the achievement of MHOTS. The study recommended the teachers to have courageous to implement constructivism-based teaching learning in order to improve students’ MHOTS.

Asesmen Keterampilan Berpikir Tingkat Tinggi

[Title: Higher Order Thinking Skills Assessment]. At present, the scope of transformation seems endless, from cars that park themselves without drivers to the production of cars on location through 3D printing. The wearable technology is controlled by the human mind. The coming era of individuals who can face the complexities of life are individuals who have competencies that cannot be replaced by robots, such as empathy, inspiring skills, and higher-order thinking skills. Severe challenges for education to prepare students to become workers who can adapt to new tasks and processes can be overcome by practising higher-order thinking skills. Higher-order thinking skills (HOTS) can be trained in schools through the application of constructivist-based learning models. In education, interrelated models, goals, and assessments are called triangle education anchors. Thus, if you want to learn objectives to achieve higher-order thinking skills, then the implementation of learning (models) and their measurement (assessment) must be managed to achieve these goals.