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All Journal Dinasti International Journal of Education Management and Social Science International Journal of Engineering, Science and Information Technology
Nalle, Christina
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Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Industrial & Manufacturing Engineering Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Transportation

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The Use of Constructivist Learning Theory in Ki Hadjar Dewantara System Through Tut Wuri Handayani in Merdeka Curriculum Nalle, Christina; Saryanto, Saryanto; Rejokirono, Rejokirono
International Journal of Engineering, Science and Information Technology Vol 5, No 1 (2025)
Publisher : Malikussaleh University, Aceh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52088/ijesty.v5i1.624

Abstract

This study presents an overview of Ki Hajar Dewantara's constructivism learning theory as interpreted through the system that gave rise to Tut Wuri Handayani. The system places students as the center of the learning process, while the role of the teacher is that of a guide who provides flexibility for children to develop their potential, creativity, talents, and interests according to their nature. Students are not entirely free to seek information and knowledge. Still, guidance from teachers and parents dramatically aids in identifying the nature and form of knowledge children require based on their developmental stage. This aligns with the constructivism learning theory, which suggests that teachers serve as facilitators, motivators, and communicators for their students. This study employs a qualitative approach, analyzing data from literature through an interpretive process to comprehend and provide context for the gathered qualitative data. This study will reveal how Ki Hajar Dewantara's constructivism learning theory compares to other systems. What is the relevance of Ki Hajar Dewantara's constructivism learning theory in the Merdeka Curriculum? The study's results lead to the following conclusions: First, the constructivism learning theory in Ki Hajar Dewantara's system emphasizes the importance of students' Independence in their thinking, the role of teachers as agents of change, the role of teachers as motivators, facilitators, and communicators for students, and the importance of Tut Wuri Handayani. Second, Tut Wuri Handayani illustrates Ki Hajar Dewantara's views on the Merdeka Curriculum through the roles of teachers and students in schools.
The Transformation of Junior High School Mathematics Teachers in Yogyakarta to Enhance AI-Driven Numeracy Literacy for Regional Education Standardization Assessment (ASPD) Nalle, Christina; Saryanto, Saryanto; Rejokirono, Rejokirono
Dinasti International Journal of Education Management And Social Science Vol. 6 No. 2 (2025): Dinasti International Journal of Education Management And Social Science (Decem
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v6i2.3756

Abstract

The modest rise in the Programme for International Student Assessment (PISA) in numeracy literacy necessitates that junior high school students improve their numeracy literacy skills by incorporating Artificial Intelligence (AI) into Mathematics instruction. Comprehending numeracy literacy is crucial for students to effectively address questions in the Regional Education Standardization Assessment (ASPD). Teachers are important figures in the success of Indonesia's human resources that are AI literate. The problem that occurs in facing the industrial revolution is the literacy ability of adolescent students in Indonesia. Have the teachers commenced the implementation of numeracy and literacy-based learning activities? What methods do mathematics teachers employ to instruct students in numeracy literacy issues? In what ways do mathematics teachers employ Artificial Intelligence (AI) to tackle the Regional Education Standardization Assessment (ASPD)? This research method utilizes a qualitative technique. The research period is scheduled for August 2024 in Yogyakarta. The research subjects are Mathematics teachers at three junior high schools in Yogyakarta. The research findings indicate that junior high school mathematics teachers have already adopted AI-driven transformation with their students; nevertheless, the learning pace differs for teachers and students, as demonstrated by the ASPD scores. Adaptive teachers provide learning activities that correspond with contemporary circumstances by integrating numeracy literacy into daily living, thereby aiding students in addressing ASPD challenges.
Co-Authors Rejokirono, Rejokirono Saryanto Saryanto