Validity and Reliability of Cognitive Constructivism-Oriented Teaching Conception Questionnaire

Abstract

Background As there is a paucity of instrument investigating a hybrid teaching conception, the current study is seen as part of attempt to fill this gap. Methodology The subjects in the study were 310 University participants–instructors in Socialist Republic of Viet Nam (Vietnam). The survey was implemented with the use of Cognitive Constructivism-oriented Teaching Conception Questionnaire (CCOTCQ), including two scales, namely, teachers’ beliefs and teachers’ intentions of actual practice. Each is inclusive of three factors: Teaching, Teacher, and Students. Results Exploratory factor analysis was applied to the data and identified three dimensions. The confirmatory factor analysis model was good for both scale of teachers’ beliefs and that of their intention of actual practice. The Pearson correlation analysis found a significant relationship in the results for the scale of teachers’ beliefs and that of their intentions of actual practice.

Proses Pembelajaran Konstruktivisme yang Bersifat Generatif di Sekolah Dasar

“…Teori ini menekankan bahwa pengetahuan tidak hanya ditransfer secara pasif dari guru kepada siswa, tetapi dibangun secara aktif oleh siswa melalui interaksi dengan lingkungan dan pengalaman belajar mereka sendiri. Konstruktivisme berpandangan bahwa setiap individu membangun makna atau pemahaman mereka sendiri melalui proses interpretasi dan integrasi pengalaman baru dengan pengetahuan yang telah dimiliki sebelumnya (Harrison, 2022;Holbrook, 2022;Ngan, 2024;Rubio-Gaviria, 2020). Dengan demikian, proses belajar menjadi lebih bermakna dan relevan dengan kehidupan nyata siswa.…”