Constructivist Learning Model Research Articles

The Effect of ChatGPT-based Constructivist Learning Model on Observation Report Text Writing Skills

The Effect of ChatGPT-based Constructivist Learning Model on Observation Report Text Writing Skills

Applying Mentored Blended Learning With Mooc To Improve Preservice Teacher's Teaching Skill and Self-Efficacy

Purpose: The purpose of this study is to assess the effectiveness of the Mentored Blended Learning with MOOC (MBM) model in enhancing the teaching skills and self-efficacy of preservice teachers prior to their internships. By implementing this model, the study aims to provide insights into how a structured combination of mentorship, blended learning, and MOOCs can improve practical teaching competencies and confidence in preservice teachers, thereby informing future approaches in teacher education training programs. Theoretical reference: This study uses constructivist, social learning, self-efficacy, and blended learning models to enhance preservice teachers' teaching skills and self-efficacy, focusing on active learning, self-efficacy, and authentic contexts. Method and material: The study used a mixed-methods approach, involving 120 preservice teachers, 5 preschool teachers, and 5 experts. The MBM model was developed through focus group discussions and evaluated by experts. The experimental group received training through the MBM model, while the control group followed the traditional curriculum. Results and Conclusion: The study found that the Mentored Blended Learning with MOOC (MBM) model significantly improved the teaching skills and self-efficacy of preservice teachers compared to the control group. This suggests the MBM model's potential for improving teacher education by combining mentorship, blended learning, and MOOCs.

Penerapan Model Pembelajaran Konstruktivisme Menggunakan Media Google Classroom untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran Dasar-Dasar Desain Komunikasi Visual Kelas X di SMKN 3 Kuningan

This study aims to determine the learning outcomes of students using the constructivism method using google classroom media in the subject of Visual Communication Design Basics class X SMKN 3 Kuningan in 2023/2024. The method used was quantitative with the type of quasi-experimental method with a pretest-posttest control group design. The population in this study is class X students of SMKN 3 Kuningan. The sample used in this study was divided into 2 classes (experimental and control) with a total of 72 students. The data collection techniques used in this study are tests and questionnaires. The data analysis techniques used in this study are using normality tests, homogeneity tests, hypothesis tests, validity tests, and reliability tests. The results of this study show that the learning outcomes of students in the subject of Fundamentals of Visual Communication Design of CorelDraw material in class X at SMKN 3 Kuningan before using the Constructivism learning model are still lacking with an average score of 77.78. Student learning outcomes in the subject of Fundamentals of Visual Communication Design CorelDraw material in class X at SMKN 3 Kuningan after using the Constructivism learning model are good with an average score of 84.72. There was a change in the learning model of Constructivism on student learning outcomes in the basic subjects of visual communication design

Feasibility of a problem-based social constructivism learning model to improve higher-order thinking skills among primary school students

This research aims to demonstrate the results of an experiment on how the Problem-Based Social Constructivism Learning Model (PBSCL) can be developed to effectively promote Higher-Order Thinking Skills (HOTS) among primary school children. The methodology employed in this study was developmental research which involved thorough preliminary studies, meticulous product development and comprehensive product testing stages. Respondents for this study included model experts, language experts, content specialists and practitioners. Data collection instruments used were detailed questionnaires served during the feasibility test. In addition, product testing involved rigorously confirming the findings of product development through extensive expert validation, including learning model expert validation, content or material expert validation, language expert validation and practitioner validation. The results of the assessment on learning design expert validators for the PBSCL learning model indicated that they had high qualifications with the average score being 3.29. Consequently, learning design experts ensured that the criteria were meticulously met by the PBSCL learning model for HOTS improvement. Additionally, subject matter specialists confirmed the appropriateness and effectiveness of using the PBSCL learning model for HOTS improvement. The findings suggest that the PBSCL learning model has significant potential to substantially enhance HOTS among primary school students. However, further investigation is needed to fully validate its effectiveness and practical application in diverse educational settings.

Leveraging Technology for Environmental Awareness: Insights from Experimental Research with Middle School Students in Malaysia

Embedding environmental concepts in the minds of young students within a traditional classroom setting poses challenges due to the abstract nature of these concepts and the temporal dilemma associated with environmental change, as students are unable to observe the immediate consequences of their actions directly. To address this, innovative instructional methods incorporating technology were explored. Based on socio-constructivism, a quasi-experimental study employed a web tool to teach environmental concepts. The experimental group utilized the 7E constructivist learning model, while the control group followed traditional instruction. The results of the data analysis indicated a statistically significant disparity in students’ motivation levels to learn about environmental challenges, with active learning strategies receiving the highest scores due to engaging students in online discussions and collaborative tasks. The active and constructive learning techniques encouraged collaboration and cooperation and also embraced the students’ autonomy. Furthermore, students felt motivated to act and solve community issues, fostering civic responsibility for long-term growth and a sustainable future. The learning performance in the posttest significantly increased for the experimental group. These findings suggest the importance of integrating technology and active learning approaches to enhance environmental education among young students.

The Influence of The Constructivism Learning Model on The Quality of Learning in Panyabungan District State Elementary School

This research aims to investigate the effect of applying the constructivist learning model on the quality of learning. This research was conducted at the Panyabungan Mandailing Natal District Elementary School. The research method used is quantitative, with a causative approach. The population of this study was all 84 teachers spread across 6 public elementary schools in Panyabungan sub-district. The research sample consisted of 35 people, obtained through a stratified proportional random sampling technique. Research data was collected through questionnaires which have been tested for validity and reliability. The analysis technique used is the level of response attainment (TCR) to describe the data, while the analysis requirements tests carried out are the normality test and linearity test. Next, testing the hypothesis is carried out using simple correlation and regression. The research results revealed that the constructivist learning model had a significant effect on the quality of learning by 32.2%. The implications of these findings can be used as a basis for improving the quality of learning in similar schools and making a positive contribution to the development of learning models that suit the contextual needs of education in Indonesia.

The Effectiveness of Using the Constructivist Learning Model in Improving the Motivation towards Reading among Third Grade Students

The study aimed to investigate the effectiveness of using the constructive learning model in improving the motivation towards reading among third grade students in the Galilee region. The study used the quasi-experimental methodology. The study sample consisted of all third-grade students in Hussein Yassin elementary school in the Galilee region, whose number was (39) students. A questionnaire was used as a study tool after verifying its validity and reliability. The results of the study showed a difference in the estimates of the experimental and control group in the areas of motivation towards reading together, in favor of the experimental group. The study recommended encouraging and training teachers to design and develop constructive learning environments for teaching various educational materials, in line with students' preferences in this field, to improve educational and scientific outcomes.

Enhancing Creativity and Problem-Solving: Design Principles for Project-Based Learning in Product Design

This conceptual paper addresses the need for effective pedagogical strategies to enhance creativity and problem-solving skills in product design education. The study aims to explore how Design Principles can be integrated into Project-Based Learning (PBL) to foster these critical skills. Using a comprehensive literature review, the study synthesizes existing theories, focusing on constructivist learning and Design Thinking models. The findings suggest that structured design principles, such as user-centered design and iterative development, significantly improve the efficacy of PBL in developing students’ creativity and problem-solving abilities. However, challenges such as inconsistent PBL implementation and insufficient teacher training limit its effectiveness. The study highlights the need for empirical validation and suggests future research focus on testing the proposed framework in real-world educational settings. The findings have practical implications for educators, providing a structured approach to enhance skill development in product design through PBL.

Snippets of Student Centric Methods for Postgraduate Teaching

The field of medical education has witnessed a transition from traditional teaching methods to competency-based medical education, with an increasing focus on student-centered learning. This study aims to provide additional evidence supporting the effectiveness of student-centric approaches in medical education. The main objectives of this study are to assess the implementation of student-centered methods for second-year pathology postgraduate students and to evaluate the outcomes in terms of feedback and performance. In the Department of Biochemistry, several student-centered methods, including experiential learning, flipped classroom, student-led seminars, and a constructivist learning model, were employed for the assigned second-year pathology postgraduate students. Following a 15-day posting period, feedback was collected from the students, and their performance was assessed through graded examinations. Feedback from the participating postgraduate students was obtained, and their performance in the end-of-posting exams was analyzed. The results indicated positive student outcomes, with all students passing the exams. Self-perceived increased critical thinking and reasoning skills were reported during focus group discussion. The findings of this study support the effectiveness of student-centered approaches in medical education. The successful implementation of various student-centered methods for second-year pathology postgraduate students highlights the importance of incorporating learner-centric strategies. These results emphasize the need for faculty development at all levels to facilitate the adoption of student-centered teaching methods in medical education. Keywords: Competency based education, Postgraduate medical education

Meta-Analysis of Constructivist Learning Models in Improving Student Learning Outcomes

This article aims to revisit and find out to what extent the constructivist learning model is able to improve student learning outcomes. Learner learning outcomes are one indicator of the success of education in the cognitive domain, of course, supported by the learning model. The focus of research on the implementation of constructivist learning models can improve student learning outcomes in elementary schools. The research method and approach used is a descriptive qualitative meta-analysis by collecting several research results with document studies and research data derived from journals related to the implementation of constructivist learning models. The data collection technique used is non-test by searching E-journals via Google Scholar or Google Scholar as well as documentation studies conducted in the library. Searches obtained several articles and 9 theses, 1 thesis, and 1 dissertation related to constructivist learning models. The results indicated that the constructivist learning model was able to improve student learning outcomes with the lowest percentage of 21% to the highest of 53% with an average of 32.35%. So it is concluded that the implementation of constructivist learning models in the learning process based on E-journal searches through Google Scholar, Google Scholar, and documentation studies is effective in improving student learning outcomes.

Analysis of Constructivism Learning Model in Improving Cognitive in Elementary School Age Children

The learning process certainly has its own way of achieving a learning goal. As is the case with the learning model applied at SDN 32 to achieve learning objectives. The formulation of the problem raised by the researcher is, 1) how is the constructivism learning process at SDN 32 Rejang Lebong? 2) what are the teachers' views on constructivism learning? and 3) what are the obstacles in implementing constructivism learning. The purpose of the research is to find out the constructivism learning model in improving cognitive in elementary school children. The research design of this study is qualitative research that uses observation checklists, interviews, and notes as instruments to collect data. The population in this study was 200 people consisting of 20 teachers and 180 students of SDN 32 Rejang Lebong. The sampling technique was non-random sampling technique. The results found based on the results of observations and interviews are the implementation of constructivism learning is successfully applied to high grade elementary school children and has not been effectively applied to low grade children. In addition, teachers also gave positive responses to constructivism learning, namely with this learning, children become active and make more effort to gain knowledge. The obstacles found are the lack of facilities and infrastructure in the learning process.

Constructive Learning Models on Students' Understanding and Application of Learning Concepts

This study aims to determine the differences between the constructivist learning model and the conventional learning model for 1) the ability to understand and apply science concepts; 2) interest in learning science; and 3) scientific performance in the field of science. Using a quasi-experimental research learning model with independent variables constructivist learning models and conventional learning models, and the dependent variable includes the ability to understand and apply science concepts, interest in learning science, and scientific performance in science. The population in this study were students of SMP Negeri 34 Makassar, as a sample of students in class VII2 and class VII5 who were randomly selected. The results of the descriptive analysis showed that there was a significant difference in scientific performance between the class with the constructivist learning model and the control class with the conventional learning model. The experimental class obtained a mean = 85.94, the control class obtained a mean = 66.09. The results of the data analysis concluded that there were significant differences in the ability to understand and apply science concepts, interest in learning science, and scientific performance in science between students who were given a constructivist learning model and students who were given a conventional learning model.

Business students’ learning and assessment in a COVID-19 world: empirical evidence from Finland

ABSTRACT This study examines business students’ learning and assessment under remote teachings during the COVID-19 pandemic in a well-established Finnish university. A survey method is used to collect information on 336 business students including 42 accounting students. As indicated by students’ responses, a majority of the students succeeded in assessing and self-regulating their learning, but a considerable group of students failed in this task. Students gave a lot of positive feedback on supervised electronic exams, such as scheduling efficiency, improved ability to focus, and reduced stress level. Students also reported a low number of monitoring problems in these exams. Furthermore, the results provide evidence that some students see the risk that problems in monitoring coursework threaten the value of their university degrees. However, about half of the students did not want to increase monitoring. Accounting students’ opinions were mostly similar to those of the other business students. This study contributes to the literature by showing key factors that influence students’ learning in remote teaching under abnormal conditions. In addition, it demonstrates how the constructivist model of learning can be used to explain students’ learning and assessment in these circumstances.

Constructivist Approach to Learning: An Analysis of Pedagogical Models of Social Constructivist Learning Theory

The social constructivist approach is one of the dominant perspective that flourished the learner centered pedagogical model in education. This model of learning aims to imply the learners' autonomy and flexibility in instructional setting. This social constructivist highlights the learners' autonomy, reflective thinking, problem solving, collaborative learning, scaffolding as well as discussion and debates as the major learning principles in education. In the teaching learning discourse, the social constructivist learning model established the critical, problem solving and collaborative learning strategies to enhance the meaningful leaning achievement. And, the intra and interpersonal level of interaction play the crucial role in promoting the meaningful learning for tutoring process. This theory claims that the sign (language), ZPD, MKO and scaffolding are the key variables for the constructivist pedagogical model of learning. In this process, students are in the central place where they play the role of active thinker, co-constructor and active participant in learning process. Another side, teachers are only as the facilitator, guide, and stimulators within the whole instructional process in education.

Development of Scientific and Constructivism-Based Handouts on Social Arithmetic Materials

Purpose of the study: The purpose of this study is to combine a scientific approach and a constructivist learning model so that students can build their own knowledge through their experiences from the results of interactions with the environment using handout media.
 Methodology: In this research, development uses the ADDIE model (Analysis, Design, Development or Production, Implementation or Delivery and Evaluations). The subject of this development trial was a mathematics teacher at school to respond to handout teaching materials, and the intended users of this product were class VII students of SMP N 11 Muaro Jambi. The type of data used is the type of quantitative data.
 Main Findings: This research has produced a printed teaching material product in the form of scientific and constructivism-based Handouts on social arithmetic material, which can facilitate students to play an active role in the learning process, as well as make it easy for students to understand the concept of subject matter. Based on the results of the research and discussion, it can be concluded as follows: The development of scientific and constructivism-based Handouts on social arithmetic material is carried out in several stages, namely (1) Analysis, (2) Design, (3) Development, (4) Implementation and (5) Evaluation.
 Novelty/Originality of this study: The development of scientific and constructivism-based Handouts on social arithmetic material is carried out in several stages, namely (1) Analysis, (2) Design, (3) Development, (4) Implementation and (5) Evaluation.

The Implementation of Creative Problem Solving Model in Teaching of Biodeviersity at Senior High School

Abstract: Making students to be creative thinking need exercises in the form of tasks. Creative problem solving is the constructivist learning model to create creative, imaginative, and innovative solutions in the aim of training and teaching individuals to think differently in solving problems.The research focus was to find out students' learning outcome and creative thinking skills using creative problem solving-based learning. The participants were tenth grade of senior high school in the school year 2019/2020 which were divided into science class as the control class (N=33), and X IPA 2 class as the experimental class (N=33). The research instrument used was a description test on biodiversity content with creative problem solving indicators, namely Clarify, Ideate, Develop, and Implement. Quantitative data analysis used was MANOVA test at a significant level of 5%. The results of this study were the average values for each indicator of creative thinking and learning outcomes in the experimental and control classes showing that the control class was lower than the experimental class. It means that learning outcomes and creative thinking skills through creative problem solving had an impact than the classes using creative problem solving. Therefore, there was a significant influence and a relationship among the creative problem-solving model, creative thinking skills, and learning outcomes which was indicated by the value of. 0.000<0.05.

The Effectiveness of Constructive Learning Having a Vision of Science, Environment, Technology, Society for Increase Results Learn IPA High School Student

Developing students' abilities in science is one of the successful means of increasing their ability to adapt to changing times and enter the world of science, environment, technology, and social life. This study aims to analyze the application of the SETS vision of a constructivist approach to science learning in Class X SMA Negeri 3 Pematang Siantar . SETS (science, environment, technology and society) insightful learning that connects and links the theory learned with its application in the form of technology, its impact on society and the environment as well as social is a form of business that has real and contextual characteristics . This research is a quantitative study with a quasi-experimental method with nonequivalent control group design. The research sample was determined by purposive sampling technique which was divided into 2 classes, namely the experimental class and the control class. The data analysis technique used is the independent sample t-test. The results of the study found that the use of animated video-based learning media was very effective in applying to the physics learning process in terms of the posttest questions and the gain test scores also increased by 0.71 in the experimental class and 0.57 in the control class which was included in the medium category. So it can be concluded that the constructivism learning model is effective in improving physics learning outcomes.

Application of Cycle Learning Learning Strategies with Metamorphosis Material to Improve Learning Ability of Elementary Students

This study aims to describe the results of applying Cycle Learning learning strategies to elementary age children in improving students' learning abilities. In this study the learning model used is one that can stimulate student participation and the teacher acts as a facilitator. The Cycle Learning learning model is a constructivist learning model, in which learning activities are directed at student activities. This research uses a type of qualitative research with descriptive methods. The supporting factors for implementing the Cycle Learning learning strategy are: (1) Stimulating students to remember what has been taught before, (2) Motivating students to learn more and be more curious, (3) Train students to learn to find concepts through experimental activities and communicate verbally the concepts they learn and students are able to convey these concepts orally. In addition to the supporting factors, there are also inhibiting factors from the application of Cycle Learning, namely: (1) The effectiveness of learning is low if the teacher does not master the material and learning steps, (2) Demands the seriousness and creativity of teachers in designing and implementing the learning process, (3) ) Requires more time and energy as well as more planned and organized class management. The results of this study regarding the application of the learning cycle model in elementary schools can improve student learning outcomes with the aim of giving students time to think, search, find and explain examples of the application they are learning.

A Review on Development of Constructivism Learning Model as Attributors of High-Level Thinking Skills on Accounting Skills

The value of individual employability can be enhanced through the provision of quality aspects of Education. Therefore, the development of constructivism learning models is one of the main drivers to the attributes of students' high-level thinking skills. The focus of this study is to study and present ideas to improve students' high-level thinking skills through the building elements of the constructivism learning model in accounting skills. It is concluded that Constructivism Learning Model as Attributors of High-Level Thinking Skills on Accounting Skills. Previous researchers' findings were also included to support the arguments used in the study.

A Review on Development of Constructivism Learning Model as Attributors of High-Level Thinking Skills on Accounting Skills

A Review on Development of Constructivism Learning Model as Attributors of High-Level Thinking Skills on Accounting Skills