scholarly journals Implemntasi Teori Belajar Konstruktivisme Vygotsky Pada Mata Pelajaran Pai Di SMA Sains Qur`An Yogyakata

2020 ◽  
Vol 5 (1) ◽  
pp. 113
Author(s):  
Muhibbin -Muhibin ◽  
M. Arif Hidayatullah
Keyword(s):  
High School ◽  
Learning Theory ◽  
Constructivist Learning ◽  
Learning Models ◽  
Constructivist Learning Theory ◽  
Self Confidence ◽  
Inhibiting Factors ◽  
Positive Attitudes ◽  
Science High School ◽  
Allocation Of Time

This study aims to answer the question of how and the implementation of vygotsky constructivism learning theory in PAI subjects at the Qur`an High School. The method used in this study is a qualitative research method, the instruments used by researchers in this study, are the researchers themselves and notebooks. Furthermore, the results of research on the implementation of constructivist learning theory in general can be said to be going well and in accordance with the steps of its application. In implementing constructivist learning models in general, PAI subjects in the Qur'an Science High School can run well and cannot be separated from several supporting factors such as the accuracy of teaching materials, methods, principals, teachers, and adequate infrastructure. In addition to supporting factors there are also several inhibiting factors in the constructivist learning model in general, namely the insufficient allocation of time and the lack of self-confidence of students at the beginning of the application of constructivist learning models. Efforts that can be made to overcome the inhibiting factors of constructivist learning models in general are teachers trying to form positive attitudes in students such as self-confidence and mutual respect besides sending teachers to attend training, work shops.

Deconstructing Constructivism

1994 ◽  
Vol 87 (2) ◽  
pp. 91-97
Author(s):  
George Gadanidis
Keyword(s):  
Mathematics Education ◽  
Learning Theory ◽  
Constructivist Learning ◽  
Journal Articles ◽  
Classroom Learning ◽  
Constructivist Learning Theory ◽  
Learning Mathematics

Mathematics education suffers from a condition that resembles schizophrenia. One of its personalities is exhibited in the day-to-day realities of classroom learning; another is evident in journal articles, in-service presentations, and other such forums where educators present alternative realities of learning. For the purposes of this article, these personalities will be labeled, respectively, as the practice and theory of mathematics education. This article focuses on the latest form of the theoretical personality of mathematics education, constructivism, by asking what is constructivist learning theory and what does it imply for the practice of learning mathematics?

Panelist Question and Response

2009 ◽  
Vol 41 (S1) ◽  
pp. 210-215 ◽  
Keyword(s):  
Learning Theory ◽  
Constructivist Learning ◽  
Learning Objectives ◽  
Constructivist Learning Theory

Eeva Anttila (to Sue Stinson): One thing that comes to my mind is the conception/theory of learning that you currently feel most connected to. Could you clarify that? Is your conception in conflict with the learning objectives discourse that you have to deal with, and if yes, how so? Could you use some theoretical references to overcome this kind of demand that you are subjected to? For instance, constructivist learning theory is based on the idea that everyone learns different things, based on their previous experiences etc.

scholarly journals Teachers’ Perspectives of Children Empowerment through Media Literacy in Islamabad

2021 ◽  
Vol Volume 5 (1) ◽  
pp. 405-415
Author(s):  
Dr. Rehana Munawar ◽  
Dr. Munib Ahmed ◽  
Ummul Baneen
Keyword(s):  
Media Literacy ◽  
Learning Theory ◽  
Developed Countries ◽  
Constructivist Learning ◽  
School Level ◽  
Critical Approach ◽  
Traditional Practice ◽  
Constructivist Learning Theory ◽  
The Media ◽  
Teachers Perspectives

Media literacy is an emergent field in developed countries and became an integral part of the school system and has been integrated in the educational curriculum. The present paper highlights the teachers’ perception regarding media literacy awareness and their opinions and readiness of media literacy at school level. The study used constructivist learning theory for theoretical framework. This study supports constructivist learning theory that transforms students being passive recipient to more active participant in getting the information for their learning process and hence helps in preparing children to explore, investigate and experiment with the media available in the classroom. The study has shown that teachers are not well aware of media literacy concept and the teaching of media literacy through rote learning or traditional practice may not produce productive results. The curriculum needs to aim at the active participation of students by making the lessons functional and would provide students with competences and critical approach towards mediated content rather than becoming passive consumer of media.

scholarly journals Comparison of “Course Study and Learning Strategies” Used by 9th and 12th Grade Students in Anatolian and Science High Schools

2020 ◽  
Vol 9 (6) ◽  
pp. 155
Author(s):  
Mahmut Oğuz Kutlu
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Learning Strategies ◽  
School Students ◽  
Grade Levels ◽  
Self Confidence ◽  
12Th Grade ◽  
Significant Difference ◽  
Science High School

The main aim of this study is to comparatively examine the “Studying and Learning Strategies” used by the students of Science and Anatolian High Schools, which are the general secondary instruction level in the Turkish Educational System, at Adana province example in Turkey. The study is a descriptive study, a relational survey model. The population of the study is 9th and 12th grade students who are studying in Anatolian and Science High Schools in the city center of Adana. This study group of this research is consisted of 393 students in 9th and 12th grades who were studying at Adana Science High School and Seyhan İMKB Anatolian High School in the spring term of the 2019-2020 academic year. As a data collection tool, the “Study and Learning Strategies Scale for High School Students” developed by Kutlu, Yapıcı and Korkmaz (2015), consisting of 46 items and five sub-dimensions, was used. As a result of the study, when the “Study and Learning Strategies” of the students are examined according to school types; It has been determined that there is a significant difference in the sub-dimensions of “Repetition” and “Enjoying Learning”. It has been observed that there is a significant difference between male and female students in “Repetition” and “Self-Confidence” sub-dimensions according to the gender of the students. There is no significant difference between the levels of 9th and 12th grade students studying at Science and Anatolian High Schools according to their grade levels.

scholarly journals Application of Constructivist Theory in Flipped Classroom — Take College English Teaching as a Case Study

2018 ◽  
Vol 8 (7) ◽  
pp. 880 ◽  
Author(s):  
Ziling Xu ◽  
Yeli Shi
Keyword(s):  
Learning Theory ◽  
Flipped Classroom ◽  
Constructivist Learning ◽  
Student Interactions ◽  
Constructivist Learning Theory ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
Teacher Student ◽  
Teacher Student Interactions

In the context of information globalization and the popularity of the Internet, the flipped classroom as a new teaching mode, a new pedagogical method has become a heated topic and a growing concern for educators across the world. In this paper, the flipped classroom is supported by constructivist learning theory. The teaching mode under the constructivist learning theory is typically students-centered which corresponds with the flipped classroom mode. This paper mainly focuses on the application of constructivist learning theory in flipped classroom, taking college English teaching for example to interpret the student- student, teacher- student interactions in the flipped classroom with the final goal to promote students’ learning efficiency and quality.

scholarly journals Mining Web Analytics Data for Information Wikis to Evaluate Informal Learning

2020 ◽  
Vol 10 (1) ◽  
pp. 125
Author(s):  
Heba M. Ismail ◽  
Boumediene Balkhouche ◽  
Saad Harous
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Learning Theory ◽  
Recommendation System ◽  
Constructivist Learning ◽  
Web Analytics ◽  
Constructivist Learning Theory ◽  
Learning Path ◽  
Similar Information ◽  
The Impact

Information wikis and especially Wikipedia have become one of the most attractive environments for informal learning. The nature of wikis enables learners to freely navigate the learning environment and independently con-struct knowledge without being required to follow a predefined learning path in line with the constructivist learning theory. Link-based navigation and keyword-based search methods used on Wikipedia and similar information wikis suffer from many limitations. In our paper, we present an effective recommendation system that provides easier and faster access to relevant content on Wikipedia to support informal learning. In addition, we evaluate the impact of personalized content recommendations on informal learning from Wikipedia and show how web analytics data can be used to get an in-sight on informal learning in similar environments.

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