scholarly journals Pengembangan Student Worksheet Model MORE Berbasis Teori Konstruktivistik Sosial Vygotsky di MAN 1 Pontianak

2021 ◽  
Vol 21 (2) ◽  
pp. 90-98
Author(s):  
Sutoyo Budiharto ◽  
Ismet Basuki
Keyword(s):  
Empirical Test ◽  
Social Constructivist ◽  
Constructivist Theory ◽  
Development Research ◽  
Design Data ◽  
Model Based ◽  
Analysis Technique ◽  
History Learning ◽  
Social Constructivist Theory ◽  
Knowledge Competencies

This study aims to develop student worksheets of good quality and effectiveness to improve students' knowledge competencies. The student worksheet developed refers to the MORE (Model-Observe-Reflect-Explain) learning model based on Vygotsky's social constructivist theory. This development research refers to the steps developed by Thiagarajan, namely the 4-D development model. Data collection techniques in this study using interviews, observation, and tests. The analysis technique used is descriptive quantitative. The empirical test of increasing knowledge competence uses the pre-experimental method with one group pretest posttest design. Data on knowledge competency improvement were analyzed using the paried sample t test. The subjects of this study were students of class X IPS 1 at MAN 1 Pontianak. The results of this study are as follows. First, the MORE student worksheet model based on Vygotsky's social constructivist theory has a very good quality. Second, the MORE student worksheet model based on Vygotsky's social constructivist theory is effective for use in history learning.

Deeper Self-Directed Learning for the 21st Century and Beyond

2022 ◽  
pp. 50-77
Author(s):  
Sukie van Zyl ◽  
Elsa Mentz
Keyword(s):  
21St Century ◽  
Theoretical Basis ◽  
Social Constructivist ◽  
Constructivist Theory ◽  
Transfer Of Knowledge ◽  
Self Directed Learning ◽  
Knowledge And Skills ◽  
Directed Learning ◽  
Social Constructivist Theory

In this chapter, self-directed learning (SDL) and the competency to transfer knowledge between different contexts are positioned as essential competencies for the 21st century. Being able to transfer knowledge, especially between different contexts, has increasingly been indicated as essential competency for the 21st century. Transfer of knowledge and skills has however been neglected in SDL research. It is therefore argued that students should be deeper self-directed learners, who can take responsibility for their learning to obtain transferable competencies. Learners should be able to apply their knowledge and SDL skills to new and unknown situations in order to succeed in the 21st century and beyond. Social constructivist theory is suggested as theoretical basis for deeper self-directed learning (DSDL). In this chapter, the concept of DSDL will be defined, and various competencies associated with DSDL will be discussed. Finally, suggestions will be made to develop DSDL in education.

E-Social Constructivism and Collaborative E-Learning

2011 ◽  
pp. 280-294
Author(s):  
Janet Salmons
Keyword(s):  
Social Constructivism ◽  
Phenomenological Study ◽  
Social Constructivist ◽  
Constructivist Theory ◽  
Situational Analysis ◽  
Electronic Communications ◽  
Face To Face ◽  
E Learning ◽  
Social Constructivist Theory ◽  
Theoretical Foundations

Social constructivism is an established educational theory based on the principle that learners and teachers co-construct knowledge through social processes. This chapter proposes an updated theory, e-social constructivism, that takes into account the milieu of electronic communications in which e-learning occurs. Thinkers such as Dewey, Piaget, Vygotsky, and Bruner, who laid the theoretical foundations of social constructivism, wrote in a time when face-to-face interactions were the basis for instruction. The works of these writers are reviewed in this chapter. Together with the results of the author’s phenomenological study of collaborative e-learning, they form the basis of e-social constructivist theory. The author uses grounded theory and situational analysis to derive and support e-social constructivist theory. This chapter discusses the implication of that theory for research, teaching and instructional design.

E-Social Constructivism and Collaborative E-Learning

2011 ◽  
pp. 1730-1743
Author(s):  
Janet Salmons
Keyword(s):  
Social Constructivism ◽  
Phenomenological Study ◽  
Social Constructivist ◽  
Constructivist Theory ◽  
Situational Analysis ◽  
Electronic Communications ◽  
Face To Face ◽  
E Learning ◽  
Social Constructivist Theory ◽  
Theoretical Foundations

Social constructivism is an established educational theory based on the principle that learners and teachers co-construct knowledge through social processes. This chapter proposes an updated theory, e-social constructivism, that takes into account the milieu of electronic communications in which e-learning occurs. Thinkers such as Dewey, Piaget, Vygotsky, and Bruner, who laid the theoretical foundations of social constructivism, wrote in a time when face-to-face interactions were the basis for instruction. The works of these writers are reviewed in this chapter. Together with the results of the author’s phenomenological study of collaborative e-learning, they form the basis of e-social constructivist theory. The author uses grounded theory and situational analysis to derive and support e-social constructivist theory. This chapter discusses the implication of that theory for research, teaching and instructional design.

scholarly journals Foreign Scholars′ Theoretical Approaches to Using Social Networks as Educational Strategies

2017 ◽  
Vol 7 (2) ◽  
pp. 13-19 ◽  
Author(s):  
Natalia Pazyura
Keyword(s):  
Social Networks ◽  
Foreign Language ◽  
Sociocultural Theory ◽  
Language Teaching ◽  
Social Groups ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Social Constructivist ◽  
Constructivist Theory ◽  
Social Constructivist Theory

Abstract Modern trends in development of information and communication technologies change many aspects in the process of education: from the role of participants to the forms and methods of knowledge delivery. ICTs make it possible to develop students′ creative potential. The emergence of online social groups was an important event in the sphere of communication but with time they began to be used by both teachers and students not only for communication, but also to achieve learning goals. Without any doubt, skillful use of social networks allows teachers to communicate with students at modern technological level, make classes more attractive and effective. An efficient teacher can prove that social networks are not only means of entertainment and communication with friends but are a working tool. The main aim of foreign language teaching is students′ communicative activity or practical use of a target language. The teacher is to activate every student’s activity in the process of learning, make situations for their creativity. The main objective of foreign language teaching is to educate an individual, who is able to communicate, continue education, including selfeducation. Different theories lay the basis for the study of social networks’ influence on different aspects of human activity and, particularly, education. The main theories are sociocultural theory and social constructivist theory. According to sociocultural theory, man is an integral part of the world they live in, so students are not independent in their activities. Social constructivist theory recognizes that students act in a certain environment, which under certain conditions enlarges their practical knowledge. These theories are focused on the effect of social interaction, language and culture in the learning process. Thus, theoretical basis proves positive effect of social networks, namely, they enhance substantial interaction in the educational environment of social groups as well as are directed at strengthening the values, exchange of opinions and experience with a practical orientation.

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