Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Learning Reformation in Elementary Education JPLED
Tri ‘Ulya Qodriyati
Universitas Negeri Surabaya
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Reconceptualizing Storytelling as Social Constructivist Literacy Practice in Nonformal Education Settings Desika Putri Mardiani; Tri Lestari; Gunarti Dwi Lestari; Tri ‘Ulya Qodriyati
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002137

Abstract

The study explores storytelling as a social constructivist literacy practice in a non-formal education setting, specifically within a community library in Surabaya. Using a qualitative descriptive approach, data were collected through in-depth interviews, participant observation, and documentation involving library coordinators, tutors, parents, and children aged 7–12.  Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that storytelling functions as a dialogic literacy space where children actively participate in narrative reconstruction, collaborative meaning-making, and socially mediated interaction. Through expressive storytelling, reflective questioning, and storytelling practices, children demonstrated improvements in reading comprehension, oral communication, confidence, and participation in literacy activities. The study highlights the role of tutors, peer interaction, and family support in shaping a literacy ecosystem that enhances children's reading comprehension, communication skills, and confidence. The research contributes to the conceptual understanding of literacy as a socially mediated and contextually grounded practice in non-formal education.
Pembelajaran Konstruktivis dan Hubungannya dengan Pembelajaran Mandiri dan Keterampilan Pemecahan Masalah di Kalangan Pembelajar Dewasa: pembelajaran konstruktivis, pembelajaran mandiri, keterampilan pemecahan masalah, pembelajar dewasa Savira Widya Puspitasari; Tri ‘Ulya Qodriyati; Untung; Fauzan Hidayatullah
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1205

Abstract

Adult learners require learning approaches that acknowledge their experiences, autonomy, and real-life problem contexts. Constructivist learning has been widely recognized as an instructional approach that supports meaningful learning through active engagement and knowledge construction. This article aims to examine the relationship between constructivist learning, self-regulated learning, and problem-solving skills among adult learners. Using a qualitative conceptual approach supported by recent empirical studies, this paper explains how constructivist learning environments foster self-regulated learning processes, which in turn enhance adult learners’ problem-solving skills. The discussion highlights that self-regulated learning functions as a key mediating process linking constructivist pedagogy and problem-solving competence. This article contributes to adult education literature by offering a process-oriented framework for understanding how learner-centered pedagogies support higher-order skills development in adult learning contexts.
Co-Authors Desika Putri Mardiani Fauzan Hidayatullah Gunarti Dwi Lestari Puspitasari, Savira Widya Tri Lestari Untung