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All Journal JURNAL MULTIDISIPLIN ILMU AKADEMIK Jurnal Ilmiah Nusantara
M Mamduh Winangun
Program Studi Pendidikan Tata Rias, Fakultas Program Studi di Luar Kampus Utama, Universitas Negeri Surabaya
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences

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PENERAPAN TEORI PEMBELAJARAN BEHAVIORIS DALAM MENGATASI MASALAH PENDIDIKAN DI INDONESIA Restia Salviah; M Mamduh Winangun
JURNAL ILMIAH NUSANTARA Vol. 3 No. 4 (2026): Jurnal Ilmiah Nusantara Juli 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i4.10391

Abstract

Education in Indonesia continues to grapple with persistent challenges, including low student learning discipline manifested in frequent tardiness, unfinished assignments, and classroom disruptions and an overreliance on rote memorization methods that prioritize superficial recall over meaningful comprehension and skill development. This library-based research, drawing on an extensive review of national and international journals alongside key texts on educational psychology, examines behaviorist learning theory as a viable strategy to address these issues by fostering structured habits and positive behavioral patterns. Rooted in principles such as stimulus-response association pioneered by Pavlov and refined through Skinner’s operant conditioning, which argues that learning occurs through observable responses shaped by reinforcement—positive (praise, tokens, or privileges for timely task completion) gradually instilling discipline, or negative (removing distractions upon compliance) curbing avoidance behaviors—this approach proves highly relevant in diverse Indonesian school settings where external motivators often outperform intrinsic motivation amid resource constraints. The findings reveal that targeted applications—such as reward schedules within daily routines or immediate feedback loops during lessons—significantly improve student compliance and shift away from rote-heavy practices toward habitual engagement. However, to avoid overemphasizing mechanical repetition at the expense of cognitive processing or emotional growth, educators should adapt behaviorist techniques by layering them with cognitive elements like reflective prompts or affective components such as peer recognition, ensuring a holistic approach that sustains long-term learning outcomes in Indonesian classrooms.
ANALISIS KONSTRUKTIVISME TERHADAP KESULITAN BELAJAR SISWA DALAM MEMAHAMI MATERI Rahma Pramudianti Pratama; M Mamduh Winangun
JURNAL ILMIAH NUSANTARA Vol. 3 No. 4 (2026): Jurnal Ilmiah Nusantara Juli 2026
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v3i4.10482

Abstract

The main problem in the learning process is the inability of students to understand what is being taught, due to a lack of adequate conceptual skills, poor critical thinking abilities, and an insufficient correlation between the concepts taught and real-world situations. The above indicates that there is still room for improvement in the current process, given that most activities are focused on the teacher as the source of information. This paper offers an extensive analysis of the underlying causes behind the learning challenges faced by students as well as potential solutions based on the principles of constructivist learning theory. The method used in this research is secondary data analysis through a literature review. The theory underlying this work is called constructivism, which views learning as a highly participatory experience in which learners create their own knowledge by connecting it to prior experiences. It turns out that the above learning obstacles arise from inadequate student participation, poor social interaction among peers, and the poor application of learning approaches. Several empirical studies show that the above learning problems can be overcome through the application of constructivism.
PENERAPAN TEORI KONSTRUKTIVISME UNTUK SOLUSI KRISIS LITERASI MEMBACA INDONESIA Dewi Nur Halimah; M Mamduh Winangun
JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 3 No. 3 (2026): JUNI
Publisher : CV. KAMPUS AKADEMIK PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jmia.v3i3.10465

Abstract

Indonesia's education system faces a severe reading literacy crisis according to the PISA 2022 OECD report. The national score is only 359 points, down from 371 points in 2018. 75% of students fall below Level 2 minimum competency. National media Detik.com reports concerns from the Ministry of Education staff that Indonesia risks falling behind ASEAN countries like Vietnam. This literature review analyzes Piaget and Vygotsky's constructivism theory as a systemic solution. Findings demonstrate the effectiveness of Zone of Proximal Development (ZPD), scaffolding, as well as literature circles and inquiry reading strategies. A Lesson Plan (RPP) for the Merdeka Curriculum is developed with potential to improve PISA scores by 25 points based on Hattie's meta-analysis (Detik Edu, 2025; IRJE, 2024).
Co-Authors Dewi Nur Halimah Rahma Pramudianti Pratama Restia Salviah