Konstruktivisme dalam

Pembelajaran

Joko Samiaji, Ph.D.

LPPMP UR/Ilmu Kelautan FAPERIKA UR

Pelatihan PEKERTI-AA
PUSBANGDIK LPPMP Uiversitas Riau
Pekanbaru, 27 Februari - 03 Maret 2017
 Definition and Scope of Constructivism
Constructivism is an approach to teaching and learning based
on the premise that cognition (learning) is the result of
"mental construction."

Students learn by fitting new information together with what

they already know.

Constructivists believe that learning is affected by the context

in which an idea is taught as well as by students' beliefs and
attitudes.

Constructivist teaching is based on recent research about the

human brain and what is known about how learning occurs.
Student Learning Teacher
Behaviorisme
Teachers have a sphere
of knowledge that they
want to insert into the
minds of their students
Student Teacher
Constructivist:
The sphere is created
inside the mind of the
student by creating a
learning environment
 Constructivist classroom
• The focus tends to shift from the teacher to the
students. The classroom is no longer a place where
the teacher pours knowledge into passive students,
who wait like empty vessels to be filled. In the
constructivist model, the students are urged to be
actively involved in their own process of learning.
• Teacher and students think of knowledge as a
dynamic, ever-changing view of the world we live in
and the ability to successfully stretch and explore that
view - not as inert factoids to be memorized
 Overview on Constructivism

• The main activity is solving problems. Students

use inquiry methods to ask questions, investigate a
topic, and use a variety of resources to find solutions
and answers.
• As students explore the topic, they draw
conclusions, and, as exploration continues, they
revisit those conclusions.
 Overview on Constructivism
Key assumptions:
1. What the student currently believes, whether correct
or incorrect, is important.
2. Despite having the same learning experience, each
individual will base their learning on the
understanding and meaning personal to them.
3. Understanding or constructing a meaning is an active
and continuous process.
4. Learning may involve some conceptual changes.
5. When students construct a new meaning, they may
not believe it but may give it provisional acceptance
or even rejection.
6.Learning is an active, not a passive, process and
depends on the students taking responsibility to
learn.
Constructivism Principles in History

“Ing Ngarso sung Tulodho,

Ing Madyo Mangun Karso, Tut
Wuri Handayani”
(Ki Hajar Dewantara, 1930s)

“I know I cannot teach anyone

anything. I can only provide
the environment in which
he/she can learn”
(Carl Rogers, 1969)
 Principles on Brain-compatible Teaching
(Caine and Caine, 1991):

1. "The brain is a parallel processor". It simultaneously

processes many different types of information
(thoughts, emotions, and cultural knowledge).
Effective teaching employs a variety of learning
strategies.
2. "Learning engages the entire physiology". Teachers
can't address just the intellect.
3. "The search for meaning is innate". Effective
teaching recognizes that meaning is personal and
unique; students' understandings are based on their
own unique experiences.
4. "The search for meaning occurs through 'patterning'.
Effective teaching connects isolated ideas and
information with global concepts and themes.
 Principles on Brain-compatible Teaching
(Caine and Caine, 1991):

5. "Emotions are critical to patterning". Learning is

influenced by emotions, feelings, and attitudes.
6."The brain processes parts and wholes
simultaneously". People have difficulty learning
when either parts or wholes are overlooked.
7."Learning involves both focused attention and
peripheral perception" Learning is influenced by
the environment, culture, and climate.
8. "Learning always involves conscious and
unconscious processes" Students need time to
process 'how' as well as 'what' they've learned.
 Principles on Brain-compatible Teaching
(Caine and Caine, 1991):

9. "We have at least two different types of memory: a

spatial memory system, and a set of systems for rote
learning". Teaching that heavily emphasizes rote
learning does not promote spatial, experienced learning
and can inhibit understanding.
10."We understand and remember best when facts and
skills are embedded in natural, spatial memory".
Experiential learning is most effective.
11. "Learning is enhanced by challenge and inhibited by
threat". The classroom climate should be challenging but
not threatening to students.
12."Each brain is unique". Teaching must be multifaceted
to allow students to express preferences.
 Teori Belajar KONSTRUKTIVISME

Prior knowledge/prior Changed

experiences the scheme

Assimilation
Concepts, New
Accommodation
Theories, Knowledge,
Ideas Equilibration Concepts,
Ideas

Experience is not what

Environment/social/ happens to you. It is what
individual you do with what happens
to you ( Aldous Huxley)
 Role of the teacher:
Constructivist teachers do not take the role of the "sage on the
stage." Instead, they act as a "guide on the side" providing
opportunities to test the adequacy of understandings.
1. The educator should consider the knowledge and
experiences students bring to class
2. Learners construct their knowledge through a
process of active enquiry
3. ‘Discovery’ is facilitated by providing the necessary
resources
4. Knowledge is actively constructed & learning is
presented as a process of active discovery
5. Provide assistance with assimilation of new and old
knowledge
 Role of the teacher:
Constructivist teachers do not take the role of the "sage on the
stage." Instead, they act as a "guide on the side" providing
opportunities to test the adequacy of understandings.

6. Learning programme should be sufficiently flexible to

permit development along lines of student enquiry
7. Due to its interpretivist nature, each student will
interpret information in different ways
8. Create situations where the students feel safe
questioning and reflecting on their own processes
9. Present authentic tasks to contextualize learning
through real-world, case-based learning
environments
 Role of the teacher:
Constructivist teachers do not take the role of the "sage on the
stage." Instead, they act as a "guide on the side" providing
opportunities to test the adequacy of understandings.

10. Support collaboration in constructing

knowledge, not competition
11. Encourage development through
Intersubjectivity
12. Providing Scaffolding at the right time and the
right level
13. Provide opportunities for more expert and less
expert participants to learn from each other
 Role of the student

The expectation within a constructivist learning environment is

that the students plays a more active role in, and accepts more
responsibility for their own learning.
1. The role of the student to actively participate in their own
education
2. Students have to accommodate & assimilate new information
with their current understanding
3. One important aspect of controlling their own learning
process is reflecting on their experiences
4. Students begin their study with pre-conceived notions
5. Students are very reluctant to give up their established
schema/idea & may reject new information that challenges
prior knowledge
6. Students may not be aware of the reasons they hold such
strong ideas/schemata
 Role of the student

The expectation within a constructivist learning

environment is that the students plays a more active role in,
and accepts more responsibility for their own learning.
7. Learners need to use and test ideas, skills, and
information through relevant activities
8. Students need to know how to learn or change their
thinking/learning style
9. Because knowledge is so communally-based, learners
deserve access to knowledge of different communities
10. For students to learn they need to receive different
'lenses' to see things in new ways.
11. Learners need guidance
12. In social constructivism tutors and peers play a vital
role in learning
 Strategies of Learning in
Constructivism

(Student-centered Cognitive learning model:

learning strategies)
 active learning
 independent learning
 cooperative and
collaborative learning
 self-regulated learning
 generative learning
l problem based
learning,
l discovery learning,
l cognitive strategies,
l project based
learning
 Assessment in Constructivism

Alternative assessments:
l portofolio

l group dynamics

l process observation

l case study

l games and simulation

l performance appraisal
Terima Kasih