The Fusion of Constructivism and Instructivism in Chinese Kindergartens: An Analysis of the Teaching Dialogues in the Engineer Block Building Activities

Cai, Liman; Wu, Dandan; Chen, Xi; Zhu, Jiabin; Li, Hui

doi:10.1080/10409289.2020.1812936

Cited by 5 publications

(2 citation statements)

References 26 publications

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“…Research on the implementation of block center learning to support children's development in various aspects has been carried out a lot (Aksoy & Belgin Aksoy, 2023;Cai et al, 2021;Isabelle et al, 2021;Schmitt et al, 2018;Tian & Luo, 2021;Zhang et al, 2022;Zhu et al, 2021). In the context of Indonesia, research by Zukhairina et al (2022), which focused on the development of children's mathematical logic, found that the use of scaffolding by teachers in the learning process at block centers strongly supports the development of children's mathematical logic, seen from the increase in the stage of playing blocks and how children are able to solve their own problems while playing.…”

Section: Wildan Saugi / Block Center Learning Of Sekolah Penggerak: P...mentioning

confidence: 99%

Block Center Learning of Sekolah Penggerak: Portrait of Merdeka Belajar in Kindergarten

Saugi,

Damayun,

Malik

2023

PAUD

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Block center learning in kindergarten is influenced by government education programs, including the driving school program as a school that pioneered the implementation of the independent curriculum. This study aims to analyze the implementation of block-center learning integrated with the driving school program. This research is field research with a qualitative approach. The research subjects were school principals, teachers, and students of driving schools. Data was collected through interviews, observation, and documentation techniques, which were then analyzed through condensation, data presentation, and conclusion. The study results show that block center learning implementation consists of planning by designing teaching modules and lesson plans, determining methods and media, and developing themes, sub-themes, and topics. Second, implementation is carried out on four bases according to the BCCT learning model guidelines. Several adjustments support forming a Pancasila student profile and reflect independent learning. Child development evaluation is carried out through an assessment using a work record instrument. This study concludes that government support, facilities and infrastructure, various online platforms, the readiness of educators and education staff, and simplification of curriculum instruments are very important to support the successful implementation of learning. Inhibiting factors in the implementation of learning must be mitigated by various policies at the school level and from the government so that learning can run better.

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Section: Wildan Saugi / Block Center Learning Of Sekolah Penggerak: P...mentioning

confidence: 99%

Block Center Learning of Sekolah Penggerak: Portrait of Merdeka Belajar in Kindergarten

Saugi,

Damayun,

Malik

2023

PAUD

View full text Add to dashboard Cite

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“…This capability will trigger the growth of students' abilities, especially in the cognitive aspect (Kamath & Kumar, 2023;Minarni & Napitupulu, 2020;Suwannaphisit et al, 2021;Zhou et al, 2020). This constructivist learning theory is so important in the learning process (Cai et al, 2021;Hasnah et al, 2019;Yustina & Kapsin, 2017).…”

Section: Introductionmentioning

confidence: 98%

Implementation of Mobile Learning Design in the Flipped Direct Instruction Model to Increase Student Competency Using a Constructivist Approach

Irfan,

Lativa Mursyida,

Akrimullah Mubai

2024

J. Educ. Technol.

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Mobile learning using technology is the main challenge for Generation Z students today. This challenge will affect students' independence and ability to learn. For this reason, this research aims to test the implementation of mobile learning using the Flipped Direct Instruction (FDI) model and develop Jarkom FDI learning media using a constructivist approach. This type of research is Quasi-Experimental Research. The control class and experimental class were used in this research. The Direct Instruction (DI) model is applied in the control class, and the FDI model is used for the experimental class. This research uses quantitative and primary data types. The methods used to collect data are questionnaires and tests. The instruments used to collect data were questionnaires and question sheets. The techniques used to analyze data are qualitative and quantitative statistical analysis. Data was obtained using test instruments and calculated using the Gain Score method. The results of the research are Jarkom FDI learning media along with mobile learning implementation data. This data obtains a percentage of the Gain Score, namely 75.04%, with a minimum percentage of 61.7% and a maximum percentage of 100.0%. 75.04% answered the research hypothesis that there is a significant influence of implementing mobile learning design in the FDI learning model with a constructivist approach on the results of computer network installation practicum learning. It was concluded that the learning model that uses mobile with a constructivist approach effectively improves students' cognitive and psychomotor abilities. The results of this study are expected to be one of the qualified options for increasing the effectiveness of the implementation of Computer Network Installation learning.

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Story-Based STEM Design Challenges in Early Childhood Education: Child Engagement and Pedagogical Strategies

Zhou,

Yang

2024

Early Childhood Educ J

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The Fusion of Constructivism and Instructivism in Chinese Kindergartens: An Analysis of the Teaching Dialogues in the Engineer Block Building Activities

Cited by 5 publications

References 26 publications

Block Center Learning of Sekolah Penggerak: Portrait of Merdeka Belajar in Kindergarten

Block Center Learning of Sekolah Penggerak: Portrait of Merdeka Belajar in Kindergarten

Implementation of Mobile Learning Design in the Flipped Direct Instruction Model to Increase Student Competency Using a Constructivist Approach

Story-Based STEM Design Challenges in Early Childhood Education: Child Engagement and Pedagogical Strategies

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