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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang ETUDE: Journal of Educational Research
Megawati
Universitas Muhammadiyah Muara Bungo
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implications of falsification theory and the constructivism paradigm in the development of science education and learning Megawati; Yasir Riady; Firman; Yundi Fitrah; Ade Kusmana
ETUDE: Journal of Educational Research Vol. 4 No. 1 (2023): November-December
Publisher : Mitra Palupi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56724/etude.v4i1.257

Abstract

Background: Science learning holds paramount significance in the advancement of science and technology. Two pivotal theories, falsification theory and the constructivism paradigm, profoundly influence the landscape of science education. Purpose: The purpose of this study is to explore the impact of falsification theory and the constructivism paradigm on the development of science learning. Falsification theory, pioneered by Karl Popper, underscores the necessity of rigorous testing and validation of scientific hypotheses, forming the bedrock for the evolution of scientific knowledge. Conversely, the constructivism paradigm accentuates the active role individuals play in constructing knowledge, emphasizing a student-centered approach that involves collaborative learning, and problem-solving. Design and methods: In this study, we delve into the implications of falsification theory and the constructivism paradigm in shaping science education. Falsification theory advocates for empirical proof and stringent testing of scientific hypotheses, while the constructivism paradigm promotes active student involvement in building their comprehension of scientific concepts. The study investigates how the integration of these two approaches can foster robust science learning environments, encouraging critical thinking, exploration, and profound understanding. Results: The synthesis of falsification theory and the constructivism paradigm in science learning holds promise for cultivating a rich educational experience. By finding a delicate balance between rigorous empirical testing and providing opportunities for active student engagement, educators can create a profound and meaningful learning journey for students. This integrated approach not only instills an appreciation for the scientific method but also nurtures a deep understanding of science concepts, ultimately shaping students into critical thinkers with a genuine enthusiasm for scientific exploration.
PENGARUH MODEL PEMBELAJARAN FLIPPED CLASSROOM TERHADAP MOTIVASI DAN HASIL BELAJAR IPAS SISWA KELAS VI SDN 25/II MUARA BUNGO Meggi; Megawati; Apdoludin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.8092

Abstract

This study is entitled The Influence of the Flipped Classroom Learning Model on the Motivation and Learning Outcomes of Class VI Students of SDN 25/II Muara Bungo, with the aim of finding out whether there is an influence on the learning motivation and learning outcomes of class VI students of SDN 25/II Muara Bungo before being given treatment (treatment) and after being given treatment (treadmen) at the time of the posttest and to find out whether the flipped classroom model can improve the motivation and learning outcomes of class VI students at SDN 25/II Muara Bungo. Many factors influence motivation and learning outcomes, one of which is the learning model applied by teachers in the classroom.The method used in this research is the pre-experimental type experimental method and the research design is a one group pretest posttest design, the object of the research is grade VI students with a total of 15 students.Motivation and learning motivation data were obtained from the results of the pretest and posttest in the form of questionnaires and test questions in the form of multiple choice questions. The results of this study showed a difference in learning motivation results of 62.86 for the pretest results, and 73.33 for the posttest results. And the difference in learning outcomes was 68.47 for the pretest results, and 87.00 for the posttest results. This is evidenced by the paired sample test value for learning motivation showing that the significance value of 0.00 is smaller than the specified alpha value of 0.05. Likewise, the value of the learning outcomes shows that 0.00 is smaller than the specified alpha value of 0.05, so that h01 is rejected and ha1 is accepted. And also H02 is rejected and ha2 is accepted.The conclusion is that there is an influence on the results of learning motivation and learning outcomes of grade VI students in science using the flipped classroom model. From the results of the study, it is recommended that the flipped classroom model learning can increase student motivation and learning outcomes, and should be used as an alternative in science learning activities, especially in the human movement system material.
Co-Authors Ade Kusmana Apdoludin Apdoludin, Apdoludin Firman Firman Meggi Yasir Riady Yundi Fitrah