Inquiry-Based Instruction in the Context of Constructivism

Serafín, Čestmír; Dostál, Jiřı́; Havelka, Martin

doi:10.1016/j.sbspro.2015.04.050

Cited by 18 publications

(9 citation statements)

References 1 publication

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“…Learning is a meaningful process that varies from one individual to another depending on the nature of the interaction between the individuals and the learning environment. The higher the interaction between the student and the mobile scaffolding environment, the better and more dynamic the learning process [47,48]. The characteristics of AMSS are consistent with the constructive theory as students are free to construct their own concepts, whether individually or through interaction and collaboration with others [49].…”

Section: Theoretical Frameworkmentioning

confidence: 91%

Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being

Alhalafawy

Najmi

Zaki

et al. 2021

Int. J. Interact. Mob. Technol.

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The present study is aimed to design an adaptive mobile scaffolding System (AMSS) to provide educational scaffolding to students that is compatible with their cognitive style simplicity vs complexity (CSSC), and to measure the effectiveness of the model in enhancing students' digital well-being (DWB) in the Faculty of education, University of XXXX. Semi-experimental design of two groups was used: the first experimental group received unified mobile scaffold regardless of their cognitive styles. The second experimental group received mobile scaffold that was organized and directed to the students based on their characteristics related to their CSSC. Both experimental groups received mobile scaffold as a complementary component to the lectures delivered for the Technological Innovations in Education course in the General Diploma in Education. The study sample consisted of (71) students who met the requirements and they were randomized to two experimental groups. To examine the effectiveness of the AMSS, a DWB scale was developed. Kelly's scale of CSSC was used to identify students who fell within the scope of this style. The results were statistically analyzed using T-test to compare between the groups and to determine the significance of differences. The results showed the effectiveness of the proposed model of AMSS in developing the students’ DWB compared to the unified scaffold model.

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Section: Theoretical Frameworkmentioning

confidence: 91%

Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being

Alhalafawy

Najmi

Zaki

et al. 2021

Int. J. Interact. Mob. Technol.

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“…Melalui modul ini diharapkan siswa menjadi berminat dan tidak hanya menerima penjelasan dari guru namun siswa juga dapat belajar secara aktif dan dapat belajar secara mandiri maupun berkelompok (Auditor & Naval, 2014). Disamping itu siswa juga diharapkan dapat menerapkan apa yang telah mereka pelajari dalam situasi baru, yang tidak hanya mampu menemukan masalah tetapi juga menyelesaikannya secara efektif (Serafín, Dostál, & Havelka, 2015).…”

Section: Gambar 1 Rancangan Penelitianunclassified

Pengembangan Modul Elektronik Fisika Berbasis Konstruktivisme untuk Kelas X SMA

Maiyena

Imamora

2020

JOTALP

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Abstractlimitations on the hard module and the lack of availability of technology-based learning media led to a lack of student motivation in learning physics. As a result, it is necessary to develop a constructivism-based electronic physics module. The objective of this research is to know the validity of constructivism-based electronic physics module for 1st student in Senior high school. This research is research and development research. Feasibility tests of the electronic module are carried out through the validation. Validation was carried out by three validators. Based on validation, it showed that constructivism-based electronic physics module that was developed is very valid with a percentage of 89.08%.AbstrakKeterbatasan pada modul cetak serta kurangnya ketersediaan media pembelajaran yang berbasis teknologi menyebabkan kurangnya motivasi siswa dalam mempelajari fisika. Untuk itu perlu dikembangkan sebuah Modul Elektronik fisika berbasis konstruktivisme. Penelitian ini bertujuan untuk menghasilkan Modul Elektronik Fisika yang valid untuk siswa Kelas X SMA. Penelitian ini adalah penelitian pengembangan (research development) dengan menggunakan model 4-D. Pada tahap develop dilakukan pengembangan modul dengan divalidasi oleh 3 orang validator. Berdasarkan hasil validasi terhadap modul elektronik fisika berbasis konstruktivisme yang dikembangkan adalah sangat valid dengan persentase 89,08%.

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“…Model pembelajaran ini diharapkan dapat di kembangkan untuk meningkatkan kompetensi dan hasil belajar siswa dalam pembelajaran sejarah. Pembelajaran berbasis masalah menggunakan masalah aktual dan otentik lingkungan sosial sebagai konteks sosial (Serafín et al, 2015) sehingga siswa di latih untuk berpikir kritis dan kreatif guna mendapatkan pengetahuan untuk belajar memecahkan masalah dan membuat keputusan (McParland et al, 2004;Khoiriyah & Husamah, 2018 ). Pada akhirnya, pembelajaran berbasis masalah memberikan kesempatan bagi siswa untuk "learn how to learn", yang artinya belajar bagaimana belajar (Hallinger & Bridges, 2017).…”

Section: Pendahuluanunclassified

Profile of Extrovert and Introvert Personality and The Implications in Problem Based History Learning

Loppies¹,

Badrujaman²,

Sarkadi³

2020

SHEs

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This research is motivated by differences in personality types that caused by differences in thinking abilities which also have an impact on student learning outcomes. The purposes of this study was to identify and analyze the personality types of students and their implications for learning history at SMAS Pusaka 1 Jakarta. The personality types that used in this study are extrovert and introvert personality types according to Carl Gustaf Jung (Arip et al., 2017). The subjects in this study were students of class XI IPS at SMAS Pusaka 1 Jakarta for the 2020/2021 school year. The method used in this research is descriptive qualitative using a questionnaire to collect data on student personality types and then analyzed descriptively. The results showed that extrovert students were more able to build work communication in groups so that they could find more information related to the problems given. However, the information managed by extrovert students is still superficial and less logical. Meanwhile, introverted students are able to use information in answering the problems given by in-depth analysis. The implication of this research is teachers must be able to better understand the personality types of students, both extrovert and introvert to generate more effective learning.

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Inquiry-Based Instruction in the Context of Constructivism

Cited by 18 publications

References 1 publication

Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being

Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being

Pengembangan Modul Elektronik Fisika Berbasis Konstruktivisme untuk Kelas X SMA

Profile of Extrovert and Introvert Personality and The Implications in Problem Based History Learning

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