Application of Theory of Social Constructivism in Teaching Arabic Teachers to Apply Higher Order Thinking Skill

Mohamad, Najlaa Shazana; Romli, Taj Rijal Muhamad

doi:10.6007/ijarped/v10-i2/10130

Cited by 2 publications

(3 citation statements)

References 2 publications

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“…There is a relationship between teamwork skills and existing academic experience [59], [60]. This is supported by the fundamental theory underlying social constructivism learning which emphasizes learning through social interaction [61]. In addition, students present their work and continue with the teacher evaluation.…”

Section: Discussionmentioning

confidence: 97%

Effectiveness of problem-based learning models to improve learning outcomes of geography in the new normal learning era

Aristin,

Hastuti,

Arisanty

et al. 2023

EduLearn

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Online learning causes teachers to be considered more active than students, so students’ higher-order thinking skills decrease. Limited face-to-face learning is a new normal policy in the field of education. Learning models can be one way to recreate active learning to improve student’s learning outcomes. This study determines the effectiveness of the problem-based learning (PBL) model in enhancing student learning outcomes of geography in new normal learning. This research is a nonequivalent pretest-posttest control group design. The population is all class XI social study (IPS) at Senior High School 13 Banjarmasin, Indonesia. The sample is used as the experimental group, namely XI IPS 3 totaling 17 students, and the sample is used as the control group, namely XI IPS 2 totaling 14 students. Data collection techniques use tests, non-test, interviews, and documentation. The results are the independent t-test in the experimental and control groups showed that the PBL model effectively improved student learning outcomes in geography in the new normal learning era. The implication is the PBL model can be applied to new normal learning by teachers by elaborating with learning technology which is still adapted to the characteristics of students so that learning objectives are achieved.

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Section: Discussionmentioning

confidence: 97%

Effectiveness of problem-based learning models to improve learning outcomes of geography in the new normal learning era

Aristin,

Hastuti,

Arisanty

et al. 2023

EduLearn

View full text Add to dashboard Cite

show abstract

“…This study is anchored on the social constructivism theory (SC) postulated by Lev Vygotsky (1968). The theory emphasised the important role that social and cultural play in teaching and learning processes to help improve one's cognitive development (Mohamad & Romli, 2021). It also believes that knowledge is constructed through individual social interaction during collaborative learning, where ideas are shared based on analysing, brainstorming and academic argument among learners and teachers.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…It also believes that knowledge is constructed through individual social interaction during collaborative learning, where ideas are shared based on analysing, brainstorming and academic argument among learners and teachers. According to Mohamad and Romli (2021), teaching and learning should not take place in isolation, but should be collaborative by allowing students to interact freely during a lecture. By this, learning can become fun, memorable, interesting and innovative.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Challenges of Pre-service Teachers’ Classroom Participation in a Rurally Located University in South Africa

Adebola

Cias

2022

JESR

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Despite the enriched curriculum and pedagogical practices that expose everyone enrolled to be trained as professional teachers to teaching skills, the number of incompetent teachers produced by many higher learning institutions is still increasing. There is an outcry from the general public in South Africa. In order to gain insight into this concern, this study examined the challenges of pre-service teachers’ classroom participation in a rurally located university in South Africa. A qualitative research design of a case study approach was employed to collect data from ten years 3 and 4 pre-service teachers and five lecturers. A semi-structured and focus group discussion (FGD) was organised to collect data on a thematic analysis. The findings revealed that lack of preparation from both lecturer and student, the use of teacher-centred approach, difficulty in understanding English language, teaching workload, large classes, student background and tribalism are major challenges limiting pre-service teachers’ classroom participation in a rurally located university in South Africa. Pertinent recommendations were made, including student-centred and collaborative teaching and learning approaches that could encourage students to participate actively in classroom activities. This would also catalyse the pre-service teachers' involvement in the teaching and learning process. Received: 21 June 2022 / Accepted: 29 August 2022 / Published: 2 September 2022

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Application of Theory of Social Constructivism in Teaching Arabic Teachers to Apply Higher Order Thinking Skill

Cited by 2 publications

References 2 publications

Effectiveness of problem-based learning models to improve learning outcomes of geography in the new normal learning era

Effectiveness of problem-based learning models to improve learning outcomes of geography in the new normal learning era

Challenges of Pre-service Teachers’ Classroom Participation in a Rurally Located University in South Africa

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