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All Journal Musamus Journal of Primary Education BARAKATI: Journal of Community Service
Zakariyah, Yogi Aldias
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Agriculture, Biological Sciences & Forestry Economics, Econometrics & Finance Education Public Health Social Sciences Other

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Paradigma Teori Belajar Konstruktivisme Vygotsky pada Pembelajaran Abad-21 serta Relevansinya dengan Kurikulum Merdeka Sekolah Dasar Zakariyah, Yogi Aldias; Puspita, Intan Dia; Buaga, Garib Firman; Windy, Windy
Musamus Journal of Primary Education Vol 5 No 2 (2022)
Publisher : Faculty of Teacher Training and Education, Musamus University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/musjpe.v5i2.6699

Abstract

21st century learning are fundamental in developing aspects of learning in the world of education in Indonesia. The purpose of this research is to analyze and explain the relevance of Vygotsky's constructivism learning theory in the independent curriculum in elementary schools. 21st century learning in the independent curriculum in differentiated learning is an effort to adjust the learning process in the classroom with the aim of meeting the learning needs of each individual. The adjustment is by developing learners' 4C abilities, interests, learning profiles and learners' readiness in order to achieve improved learning outcomes. Learners can learn according to their own abilities and find understanding from their own experiences. This research was used the library research method by analyzing related literature sources and articles and books as references. Vygotsky's constructivism emphasizes the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. Constructivism theory has relevance to differentiated learning in terms of meaningful learning and learner engagement. The results of 21st century learning in the independent curriculum in differentiated learning apply the theory of constructivism in learning by paying attention to the individual characteristics of students. Supported by the concept of Zone of Proximal of Development (ZPD) and scaffolding is very relevant in differentiated learning that accommodates all the potential of students and pays attention to the individual abilities of students so that they can optimize the 4C skills of students.
Pemberdayaan Mahasiswa Dalam Rehabilitasi Ekosistem Pesisir Melalui Penanaman Mangrove Prasetyo, Ritwan Agus; Zakariyah, Yogi Aldias
BARAKTI: Journal of Community Service Vol. 4 No. 1 (2025): Agustus
Publisher : PT. Sangadji Media Publishing

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Abstract

Program pemberdayaan mahasiswa dalam rehabilitasi ekosistem pesisir melalui penanaman mangrove di kawasan Kenjeran, Surabaya, bertujuan meningkatkan partisipasi aktif generasi muda dalam pelestarian lingkungan serta memulihkan ekosistem mangrove yang terdegradasi akibat tekanan antropogenik. Kegiatan ini melibatkan 32 penerima beasiswa LPDP dari Universitas Airlangga dan Institut Teknologi Sepuluh Nopember sebagai agen perubahan dalam program rehabilitasi berkelanjutan. Metode pelaksanaan menggunakan pendekatan observasi partisipatif dan kolaboratif dengan strategi penanaman serentak dalam satu hari. Hasil program menunjukkan keberhasilan penanaman 525 bibit mangrove di lahan seluas satu hektare dengan tingkat partisipasi mencapai 100%. Program ini memberikan dampak ekonomi bagi masyarakat Kenjeran melalui peningkatan potensi ekowisata yang diperkirakan dapat menambah pendapatan lokal sebesar Rp50–75 juta per tahun, serta perlindungan pesisir senilai Rp200–300 juta dalam 10 tahun ke depan untuk mitigasi abrasi. Evaluasi pasca kegiatan menunjukkan 81% peserta berkomitmen melanjutkan aksi konservasi. Selain itu, terjadi pengembangan soft skills mahasiswa dalam kerja tim lintas disiplin, kepemimpinan, dan komunikasi. Program ini berhasil mengintegrasikan teori dan praktik, berkontribusi pada SDGs, serta memperkuat ketahanan masyarakat pesisir terhadap bencana alam.
Co-Authors Buaga, Garib Firman Prasetyo, Ritwan Agus Puspita, Intan Dia WINDY WINDY