Constructivist Learning Model Research Articles

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 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.

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

STRATEGI MANAJEMEN PEMBELAJARAN DALAM MENUMBUHKAN RASA INGIN TAHU PESERTA DIDIK DI ERA NEW NORMAL

In learning process, high curiosity can encourage students' interest in learning to find out what they don't know and provide meaningful learning. This study aims to describe the strategy of the education unit in fostering the curiosity of students in the new normal using SWOT analysis. The research method in this study is qualitative with data collection techniques using observation, interviews, and documentation. SWOT analysis is used to analyze SWOT factors to determine learning strategies. Data analysis was divided into stages of data collection, analysis, and conclusion. The research subjects included teachers and students. Based on the results of the SWOT analysis, the strategies that can be applied by school units are by applying constructivism learning methods and models such as inquiry and CTL.

PENERAPAN MODEL PEMBELAJARAN KONSTRUKTIVISME BAGI PEMBELAJARAN PAK ANAK USIA 8 SAMPAI 10 TAHUN DENGAN MENGGUNAKAN MEDIA ONLINE

Constructivism learning model is an independent learning model for students. The independence of students in learning refers to the activeness of students to seek various information and learning resources, so that students do not only depend on the teaching materials delivered by the teacher. Due to the existence of a very adequate internet network in this 4.0 era, which presents various features and services for users. So, this is very helpful for students in finding information and various learning literacy. So that students do not have difficulty learning specifically in the PAK learning process. However, to avoid mistakes and apply students in interpreting and analyzing the information obtained, the role of the PAK teacher is very necessary to monitor, align and guide students in processing each of the information. considering the information or data obtained from different sources. The purpose of this study is to describe the role model of constructivism learning to increase students' interest and enthusiasm for learning in the online PAK learning model.

Analysis of Constructivist Learning Model’s Effects on Student Outcomes: A Second Order Meta-Analysis

The effects of the constructivist-learning model on student outcomes are analyzed in this research study. For this purpose, results of 19 meta-analysis researches focusing on the effects of constructivist learning models on student outcomes are combined with the second-order meta-analysis method. The research included in the process had been carried out between the years 2015 and 2021. At the end of the research process, it is determined that the effect of constructivist learning models on student outcomes is medium-level. On the other hand, it is determined that the effect of constructivist learning models on student thinking skills and academic success is high-level. Besides, it is found that the effect of constructivist learning models on student attitudes is medium-level. At the end of the moderator analysis based on location, it is observed that the effects of constructivist learning models on student outcomes vary. Atelier studies can be carried out in education zones to develop teaching skills about the application of constructivist learning models. On the other hand, it is seen that studies on the issue mostly focus on academic success and attitude. Following this, the effects of constructivist learning models on the other student outcomes can be analyzed.

The Examination of the Curricula of Religious Culture and Ethics Course

Öğretim programlarının en temel işlevlerinden biri, eğitim-öğretim sürecinde gerçekleştirilecek uygulamalar ile ilgili öğretmenlere rehberlik etmesidir. Öğretmenlerin de sınıfta etkinlikleri gerçekleştirirken öğretim programlarının temel felsefesi ve anlayışını göz önünde bulundurması gerekir. Dolayısıyla programların felsefesinin uygulamadaki etkinliklere yansıyabilmesi öğretmenler tarafından çok iyi incelenmesine, bilinmesine, benimsenmesine ve uygulanmasına bağlıdır. Uygulamadaki eksiklikler, öğretim programlarının sonuçlarının doğru bir şekilde analiz edilmesinin önünde engeller oluşturabilecektir. Bu çalışmada yenilenerek 2018-2019 öğretim yılını kapsamak üzere uygulanmaya başlanan ilkokul 4, ortaokul 5, 6, 7 ve 8 ile ortaöğretim 9, 10, 11 ve 12. sınıflara ait Din Kültürü ve Ahlak Bilgisi Öğretim Programlarının hangi dinbilimsel ve eğitimsel yaklaşımı benimsediği ve bu yaklaşımın programın amaç, içerik, öğrenme-öğretme durumları, değerlendirme öğeleri gibi temel unsurlarına ne ölçüde yansıdığı nitel araştırma yöntemlerinden doküman analizi kullanılarak belirlenmeye çalışılmıştır. Çalışmada genel olarak Din Kültürü ve Ahlak Bilgisi Öğretim Programlarının dinbilimsel yaklaşımının betimleyici ve din, vicdan ve düşünce özgürlüğünü zedelememeye dikkat etme ilkesi çerçevesinde planlandığı tespit edilmiştir. Ayrıca İslam dininin öğretiminde, din içi farklı yorumların ortak noktalarının öğretimini konu edinen mezheplerüstü yaklaşım benimsenirken diğer dinlerin öğretiminde bilimsel, dinler açılımlı ve olgusal yaklaşımın esas alındığı belirlenmiştir. Diğer taraftan eğitimsel yaklaşım olarak da temelde yapılandırmacı öğrenme modelinin ve bu modeli destekleyen çoklu zekâ, öğrenci merkezli öğrenme, beceri temelli öğrenme gibi yaklaşımların benimsendiği bulgusuna ulaşılmıştır. Bu bulgular neticesinde söz konusu yaklaşımların programın temel unsurlarına yansıtılmaya çalışıldığı sonucuna ulaşılmıştır.

THE IMPACT OF THE CONSTRUCTIVIST TEACHING MODEL IN ENHANCING READING SKILLS

The aim of the study was to examine the impact of the constructivist teaching Model on the reading skills of third-grade children in the Galileel region. The study use quasi-experimental approach. The study sample consisted of all third-grade students from Hussein Yassin Primary School in the Galilee region, with a total of (39) female and male, who were divided into two groups: the control group (20) students and the experimental group (39) student. The study's findings revealed statistically significant differences in the performance of the study group. As a result of the constructivist learning strategy's effectiveness in improving reading comprehension, the results favored the constructivist learning model (experimental group). The researcher suggests that Arabic language curricula include applied models and lessons based on constructivist theory strategies, particularly constructivist teaching; it also indicates that Arabic language teachers benefit from it in their teaching and that field studies be conducted to reveal the preferred constructivist learning environments, particularly for students at all academic levels.

Application of Inquiry Collaborative Constructivism Model in Biology Learning Respiratory System to Improve Students' Critical Thinking Skills

Currently all alternatives to meet the needs of life in various contexts are based on knowledge. Developing critical thinking skills is an important aspect of academic studies. Inquiry-based learning is a contextual learning model that can make students participate actively during learning. The purpose of this study was to review the effectiveness of the application of the inquiry-collaborating constructivism model in biology learning. The type of research conducted was a quantitative approach through pre-experimental methods. The design of this research was One-group pre-test-post-test design. This research was carried out at SMAN 1 Jamblang precisely in class XI MIPA in the even semester of the 2019-2020 school year. The instruments used were observation sheets and test questions. The results of the average value of the student activity showed results with very good criteria for each meeting. Based on the hypothesis test, it was known that the 2-tailed significance was < 0.05. This indicated that there was a significant difference between the pre-test and post-test scores after the application of the inquiry-collaborating constructivism learning model. The application of the inquiry-collaborating constructivism model was considered effective in improving students' critical thinking skills.