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Agus Qowiyuddin
Institut Teknologi dan Sains Nahdlatul Ulama Pasuruan
Education Languange, Linguistic, Communication & Media Other

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KONSTRUKTIVISME FILSAFAT DALAM KONTEKS PENGEMBANGAN KETERAMPILAN BERBICARA DALAM PEMBELAJARAN BAHASA INGGRIS Agus Qowiyuddin; Ramazan; Muhammad Hanif; Mochamad Nursalim
Center of Education Journal (CEJou) Vol. 4 No. 2 (2023): Terbitan September 2023
Publisher : University of Nahdlatul Ulama Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/cejou.v4i2.380

Abstract

Speaking skills are considered a very vital aspect of improving communication skills, self-confidence and career opportunities. In the context of English language teaching, learning speaking skills should be done effectively, focusing on hands-on experience and social interaction. The concept of philosophical constructivism provides the theoretical foundation for this study, with six key principles, including an emphasis on the active construction of knowledge by learners and the role of the teacher as a facilitator. The implications of constructivism in language learning include learner-centered learning, the teacher's role as a facilitator, active learning, the use of direct experience, social interaction, and reflection. The previous review highlights the application of constructivism in English language learning, with research covering the development of constructivist models, the enhancement of student understanding, and the application of constructivism learning theory in foreign language learning. Overall, the research confirms the importance of speaking skills in the context of English language learning and identifies constructivism as an effective approach. The implications and findings of the previous study provide deep and diverse insights into the application of constructivism in English language learning
ANALISIS PENDIDIKAN MENENGAH DENGAN PEMBELAJARAN DIFERENSIASI DENGAN BERBAGAI PERBEDAAN DALAM GAYA KOGNITIF, SELF-EFFICACY, MOTIVASI, DAN SELF-REGULATED LEARNING BERDASARKAN PADA KONSTRUKTIVIS Agus Qowiyuddin
Center of Education Journal (CEJou) Vol. 4 No. 2 (2023): Terbitan September 2023
Publisher : University of Nahdlatul Ulama Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55757/cejou.v4i2.381

Abstract

In differentiated learning, the role of students' cognitive style is crucial. Visual, auditory and kinesthetic students require different approaches. Self-efficacy, belief in ability, motivation and self-regulated learning also have a significant impact. Motivation is the drive, while self-regulated learning is the ability to organize the learning process. The results and discussion of this research highlight seven ways differentiated learning achieves its goals, including recognition of learning needs and styles, customization of materials, providing choice, and continuous evaluation. The research also discusses differences in cognitive style, self-efficacy, motivation, and self-regulated learning and how these concepts play a role in differentiated learning. The differentiated learning strategies discussed involve recognizing individual students, creating a positive learning environment, varying teaching methods, and utilizing technology. The role of differentiation in helping students build self-efficacy and motivation to learn is highlighted as a key contribution of differentiated learning. Despite challenges such as deep understanding of learners and preparation of differentiated materials, differentiated learning is considered to create a more positive and effective learning experience.
Co-Authors Mochamad Nursalim Muhammad Hanif Ramazan