Students’ Perceptions of the Constructivist Instructional Methods in a Teaching and Learning Course

Siahaan, Meri Fuji

doi:10.20961/ijpte.v1i2.15078

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…It can be concluded that the increase in critical thinking skills in the experimental class is higher than in the control class. Such classroom active setting also suggested to be the rationale behind constructivism that developed during active engagement one another that help students better understand the subject being delivered (Siahaan, 2017).…”

Section: Discussionmentioning

confidence: 99%

Combining Flipped Classroom and Mind Mapping in Indonesian Vocational Schools: Their Influence to Students’ Critical Thinking Ability

Nugroho

Basori

Maryono

2020

IJIE

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<span lang="EN-US">The main problem of students in solving problems is the low ability to think. This study aims to improve students' critical thinking skills and measure the effectiveness of the combination of flipped classroom learning models and mind mapping. This research method used is a quantitative approach with a quasi-experimental design. The sample from this study was 31 students from the experiment class and 31 students from the control class. Data collection is done through critical thinking tests. Before using multiple-choice pre-tests and post-tests, instruments are tested first using validity tests and reliability tests. The results showed that the critical thinking abilities of students in the experiment class through the combined learning of flipped classroom models and mind mapping were higher than the control class, interpreted from the post-test score of the experiment class 77.6 while the control class got a score of 71.4. From the effectiveness of the experiment, class learning also got a score gain of 40.4947 with a fairly effective category, while the control class gained a score gain of 38.0115 with ineffective categories.</span>

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Section: Discussionmentioning

confidence: 99%

Combining Flipped Classroom and Mind Mapping in Indonesian Vocational Schools: Their Influence to Students’ Critical Thinking Ability

Nugroho

Basori

Maryono

2020

IJIE

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“…Researchers have indicated that despite there being strong pedagogical and theoretical arguments encouraging classroom interaction, there has been relatively a small body of research done on the efficacy of small group or pair work on second language acquisition (Storch, 2007). Siahaan (2017) argues, while there is a lot of discussion on constructivist teaching approaches, students' perspective on this approach is seldom viewed.…”

Section: Why Constructivism Was the Chosen Pedagogy For The Studymentioning

confidence: 99%

Project Zero: A Framework for Innovative Pedagogy in the Teaching of English in Malaysia?

Dass¹

2021

MaJER

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This paper marks the beginning of a project aimed at trialing a Western learning model in a Malaysian context where it is yet to be tested by previous research. This paper is the first of a series of research papers written to show the process in which a framework used in a bigger study was designed. It gives a sound theoretical background to support the building of Project Zero (PZ) framework and provides a comprehensive argument to realise the needs identified by the government of Malaysia, by explaining why Visible Thinking (VT) might be a useful tool for developing a more constructivist pedagogy. Most of PZ research was conducted in school classrooms in a Western setting. This study prides itself in taking PZ research to a whole new level, that is to a higher learning institution in a Malaysian classroom setting where undergraduate students were studied, this marks the novelty of this research. The PZ framework for observation and analysis was developed by carefully studying the Visible Thinking Project to determine the thinking routines used, this in turn formed the core of the framework. Data from interviews with 3 groups of 59 undergraduate students and their 3 teachers were then analysed qualitatively. It was found that this Western learning model has positive implications for students’ learning.

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“…Perubahan struktur kognitif dalam pembelajaran matematika merupakan bentuk mengkonstruksi pengetahuan baru berdasarkan kemampuan pemrosesan informasi siswa yang melibatkan beberapa konsep matematika (Navaneedhan & Kamalanabhan, 2017). Para pakar konstruktivis menyarankan untuk memulai dengan pengalaman sehari-hari para siswa, kemudian berusaha untuk merekonstruksi sebuah pengetahuan baru (Siahaan, 2017). Rigorous mathematical thinking atau berpikir matematis Rigor memiliki perbedaan dengan pendekatan konstruktivis populer saat ini, karena lebih menekankan pada memulai sebuah konstruksi pengetahuan dari materi matematika kemudian menerapkan metode, bahasa dan karakteristik operasi dari subjek matematika untuk pengalaman sehari-hari siswa.…”

Section: Pendahuluanunclassified

Berpikir Matematis Rigor: Kontribusi Pada Pengembangan Pengetahuan Metakognitif-Self Assessment Mahasiswa

Firmasari

Juandi

2021

AJPM

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This study aims to analyze students' rigorous mathematical thinking from three levels of cognitive function structures associated with their contribution to self-assessment metacognitive knowledge in Real Number System lectures. This research is qualitative research with a type of case study. The research subjects were three students of the Mathematics Education Study Program who contracted the Real Number. System course selecting research subjects based on test results identifies students into three rigorous mathematical thinking cognitive function structure levels. This study's results indicate that rigorous mathematical thinking contributes to students' self-assessment metacognitive knowledge. The quality of review of students who have a rigorous mathematical thinking level can lead to thoroughness, intellectual perseverance, critical investigation, and truth-seeking in solving problems appropriately, structurally, and systematically into a direct experience in the learning process is described as metacognitive. Students at the level of abstract relational thinking can assess their own abilities very well, learn independently, and choose with certainty how to solve problems by placing the right method. Qualitative thinking level students focus more on symbols or symbols and represent their knowledge through visualization. He prefers that the type of evaluation problem solving is not in the form of long, detailed sentences but instead immediately transforms the sentences into clear mathematical symbols

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Students’ Perceptions of the Constructivist Instructional Methods in a Teaching and Learning Course

Cited by 4 publications

References 2 publications

Combining Flipped Classroom and Mind Mapping in Indonesian Vocational Schools: Their Influence to Students’ Critical Thinking Ability

Combining Flipped Classroom and Mind Mapping in Indonesian Vocational Schools: Their Influence to Students’ Critical Thinking Ability

Project Zero: A Framework for Innovative Pedagogy in the Teaching of English in Malaysia?

Berpikir Matematis Rigor: Kontribusi Pada Pengembangan Pengetahuan Metakognitif-Self Assessment Mahasiswa

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