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p-Index From 2021 - 2026
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All Journal JPLED
Azizah Nur Avivah
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

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Implementation of Constructivist Learning Theory in Differentiated Learning Strategies in the Merdeka Curriculum for 5th Grade MI Al-Ma`had Roudlotul Huda Firda Zakiyatur Rofi’ah; Siti Farichatul Ula; Azizah Nur Avivah
Journal of Practice Learning and Educational Development Vol. 5 No. 3 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i3.604

Abstract

Constructivism theory is an approach aligned with the Merdeka Curriculum that positions students as active subjects in constructing knowledge through meaningful learning experiences. This research aims to describe the implementation of constructivism learning theory in differentiated learning strategies in Class V MI Al-Ma`had Roudlotul Huda. This research uses a qualitative descriptive method, with data collection techniques through observation of learning activities, interviews with class teachers, and documentation of lesson plans. The implementation of constructivist theory in differentiated learning strategies within the Merdeka Curriculum for 5th grade at MI Al Ma'had Roudlotul Huda shows positive results, especially in accommodating kinesthetic learning styles. Learning is designed so that students do not just passively receive material, but actively build understanding through direct activities such as projects, experiments, simulations, and environmental observation. Students with kinesthetic learning styles are given space to explore learning material physically and concretely, making learning more meaningful and aligned with their learning characteristics. Teachers act as facilitators who design a learning environment rich in experience, support collaboration, and encourage students to reflect on the knowledge they construct themselves. Thus, the application of constructivism learning theory in differentiated learning strategies is proven to support the achievement of the Merdeka Curriculum's goals, especially in shaping students who are independent in learning and developing according to their potential.
Development of Ar Interactive Learning Media on Ecosystem Material to Improve Critical Thinking Abilities in Grade V Students Azizah Nur Avivah; Suttrisno; Nurul Mahruzah Yulia
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED) in Progress
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.663

Abstract

The lack of use of digital-based learning media causes the social studies learning process to be less than optimal, in addition, in the initial research the critical thinking skills of students in class V of MI Al-Ma'had Roudlotul Huda were low, so the researcher developed augmented reality learning media. The purpose of this study is to develop AR-based digital learning media in IPAS subjects to improve the critical thinking skills of students in class V of MI Al-Ma'had Roudlotul Huda. This research uses the Research and Development research method, with the ADDIE development model: analysis, design, development, implementation, evaluation. This study involved 20 students in class V. The results of the study explained that the augmented reality learning media developed was suitable for use, as evidenced by the validation results of material experts of 93% and media experts of 91%. The results of the product test in the pre-test stage showed a percentage of 63.3% in the "medium" category, while in the post-test stage it showed a percentage of 92% in the "high" category. Furthermore, the results of the pre-test and post-test were analyzed with the N-Gain formula, and the result was 0.74 with the category of "high improvement". Based on these results, it is stated that augmented reality learning media shows that it is very feasible to use in the learning process. In addition, augmented reality learning media has proven to be very effective in helping students understand, analyze, and draw conclusions by relating to everyday experiences.
Co-Authors Firda Zakiyatur Rofi'ah Nurul Mahruzah Yulia Siti Farichatul Ula Suttrisno