The Urgency of the Constructivist Learning Approach and Its Relationship to Students’ Conceptual Understanding and Practical Learning Skills
DOI:
https://doi.org/10.64464/tarbiyah.v5i1.263Keywords:
Constructivist Learning, Conceptual Understanding, Practical Student Learning Skills
Abstract
Conventional teacher-centered learning approaches result in superficial conceptual understanding and suboptimal development of students' practical skills. This study employed a qualitative approach with library research method on primary sources including theoretical works of Piaget, Vygotsky, and Woolfolk, as well as secondary sources from scientific journals related to constructivist learning. This study presents a new synthesis on the adaptation of constructivist learning within the context of Islamic values through: (1) epistemological dimension that integrates knowledge construction with tawhid and moral values, (2) methodological dimension that connects constructivist methods with munazarah, halaqah, and tadabbur traditions, (3) axiological dimension that directs learning toward character and spiritual formation, and (4) pedagogical dimension that positions teachers as murabbi and uswatun hasanah. The implementation of constructivist learning requires transformation of teachers' roles from information centers to facilitators and learning guides with formative evaluation that holistically assesses learning processes and outcomes.
References
Al-Attas, S. M. N. (1980). The Concept of Education in Islam: A Framework for an Islamic Philosophy of Education. Kuala Lumpur: Muslim Youth Movement of Malaysia (ABIM).
Amineh, R. J., & Asl, H. D. (2015). Review of Constructivism and Social Constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16.
Arends, R. I. (2012). Learning to Teach (9th ed.). New York: McGraw-Hill Education.
Bada, S. O., & Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. Journal of Research & Method in Education, 5(6), 66-70. https://www.iosrjournals.org/iosr-jrme/papers/Vol-5%20Issue-6/Version-1/I05616670.pdf
Baviskar, S. N., Hartle, R. T., & Whitney, T. (2009). Essential Criteria to Characterize Constructivist Teaching: Derived from a Review of the Literature and Applied to Five Constructivist-Teaching Method Articles. International Journal of Science Education, 31(4), 541-550. https://doi.org/10.1080/09500690701731121
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: National Academy Press.
Brooks, J. G., & Brooks, M. G. (1999). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.
Dahar, R. W. (2011). Teori-Teori Belajar dan Pembelajaran. Jakarta: Erlangga.
Günther, S. (2006). Be Masters in That You Teach and Continue to Learn: Medieval Muslim Thinkers on Educational Theory. Comparative Education Review, 50(3), 367-388. https://doi.org/10.1086/504818
Halstead, J. M. (2004). An Islamic Concept of Education. Comparative Education, 40(4), 517-529. DOI: 10.1080/0305006042000284510
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107. https://doi.org/10.1080/00461520701263368
Johnson, D. W., & Johnson, R. T. (1999). Making Cooperative Learning Work. Theory Into Practice, 38(2), 67-73. https://doi.org/10.1080/00405849909543834
Jonassen, D. H. (1999). Designing Constructivist Learning Environments. In C. M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory (Vol. 2, pp. 215-239). Mahwah, NJ: Lawrence Erlbaum Associates. Diakses online: https://www.davidlewisphd.com/courses/EDD8121/readings/1999-Jonassen.pdf
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86. https://doi.org/10.1207/s15326985ep4102_1
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
Krippendorff, K. (2018). Content Analysis: An Introduction to Its Methodology (4th ed.). Thousand Oaks, CA: SAGE Publications.
Mayer, R. E. (2004). Should There Be a Three-Strikes Rule Against Pure Discovery Learning? American Psychologist, 59(1), 14-19. https://doi.org/10.1037/0003-066X.59.1.14
Nasr, S. H. (1987). Islamic Life and Thought. Albany: State University of New York Press.
Palincsar, A. S. (1998). Social Constructivist Perspectives on Teaching and Learning. Annual Review of Psychology, 49(1), 345-375. https://doi.org/10.1146/annurev.psych.49.1.345
Piaget, J. (1950). The Psychology of Intelligence. London: Routledge.
Powell, K. C., & Kalina, C. J. (2009). Cognitive and Social Constructivism: Developing Tools for an Effective Classroom. Florida Atlantic University, 241-250. Diakses online: https://docdrop.org/static/drop-pdf/Powell-and-Kalina-U6g4p.pdf
Rusman. (2017). Model-Model Pembelajaran: Mengembangkan Profesionalisme Guru (Edisi Kedua). Jakarta: Rajawali Pers.
Savery, J. R. (2006). Overview of Problem-Based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9-20. https://doi.org/10.7771/1541-5015.1002
Subhan, F. N. (2023). Penerapan Pendekatan Konstruktivistik dalam Pembelajaran Pendidikan Agama Islam pada Peserta Didik Kelas X SMA Al-Maarif Kota Bima. Jurnal Pendidikan IPS, 10(1), 45-58. https://doi.org/10.37630/jpi.v10i1.374
Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D (Edisi Kedua). Bandung: Alfabeta.
Suparno, P. (1997). Filsafat Konstruktivisme dalam Pendidikan. Yogyakarta: Kanisius.
Suyono, & Hariyanto. (2016). Belajar dan Pembelajaran: Teori dan Konsep Dasar. Bandung: Remaja Rosdakarya.
Syahra, N. A., Rahman, A., & Hasbi, M. (2024). Konsep Jual Beli dalam Perspektif Fiqih Muamalah dan Implikasinya terhadap Ekonomi Syariah. Hikmah: Journal of Islamic Studies, 3(1), 12-25. https://doi.org/10.61132/hikmah.v1i4.256
Tan, C. (2011). Islamic Education and Indoctrination: The Case in Indonesia. British Journal of Religious Education, 33(3), 271-285. https://doi.org/10.1080/01416200.2011.595913
Trianto. (2015). Model Pembelajaran Terpadu: Konsep, Strategi, dan Implementasinya dalam Kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Bumi Aksara.
Tunrung, A. A. (2024). Penerapan Model Pembelajaran Kontekstual dalam Meningkatkan Keberhasilan Belajar Peserta Didik Kelas X IPA 3 pada Mata Pelajaran Fiqih di MAN Barru. Undergraduate thesis, IAIN Parepare. Diakses online: https://repository.iainpare.ac.id/id/eprint/6742/
Ultanir, E. (2012). An Epistemological Glance at the Constructivist Approach: Constructivist Learning in Dewey, Piaget, and Montessori. International Journal of Instruction, 5(2), 195-212. https://eric.ed.gov/?id=ED533786
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. https://home.fau.edu/musgrove/web/vygotsky1978.pdf
Wood, D., Bruner, J. S., & Ross, G. (1976). The Role of Tutoring in Problem Solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Woolfolk, A. (2016). Educational Psychology (13th ed.). Boston: Pearson Education. https://sehthehfoundation.org/wp-content/uploads/2023/09/Anita-Woolfolk-Educational-Psychology-Pearson-International-2016.pdf
Zed, M. (2014). Metode Penelitian Kepustakaan (Edisi Ketiga). Jakarta: Yayasan Pustaka Obor Indonesia.
Downloads
Dimensions Index
Published
Issue
Section
License
Copyright (c) 2026 Mely Novasari Harahap
This work is licensed under a Creative Commons Attribution 4.0 International License.
