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All Journal Journal of Educational Research and Learning Analytics
Mili Sahira Saragih
Program Studi Bimbingan dan Konseling, Universitas Negeri Padang
Education Languange, Linguistic, Communication & Media Other

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Tinjauan Sistematis Teori Konstruktivistik: Analisis Prinsip, Implementasi, dan Tantangan dalam Pembelajaran Mili Sahira Saragih; Neviyarni Neviyarni; Herman Nirwana
Journal of Educational Research and Learning Analytics Vol. 1 No. 2 (2025): Journal of Educational Research and Learning Analytics
Publisher : Yayasan Cerdas Pedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65101/jerlra.v1i2.125

Abstract

Constructivist learning theory has gained prominence as a foundation for student-centered pedagogy, yet its classroom implementation remains inconsistent. This systematic review analyzes epistemological and pedagogical principles of constructivism, models of instructional implementation, and multidimensional challenges that hinder consistent practice. Empirical and conceptual studies were identified from reputable academic databases using adapted PICO criteria; study quality and risk of bias were assessed with standardized critical appraisal tools, and findings were synthesized thematically. The review confirms strong evidence for constructivist approaches in enhancing engagement, higher-order thinking, and meaningful learning outcomes across diverse contexts. However, implementation is constrained by structural misalignment between curricula and assessment regimes, institutional and cultural resistance, and teachers’ struggles with five interrelated dilemmas concerning conceptions, design, classroom management, assessment, and accountability. The study concludes that realizing the full potential of constructivism requires coherent, system-level integration of curriculum, assessment, and sustained professional development for teachers.
Transmisi Nilai Kritis Minangkabau: Intervensi Pendidikan Jembatan Pewarisan Adat dan Faraid Islam Mili Sahira Saragih; Yeni Karneli; Puji Gusri Handayani
Journal of Educational Research and Learning Analytics Vol. 1 No. 2 (2025): Journal of Educational Research and Learning Analytics
Publisher : Yayasan Cerdas Pedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65101/jerlra.v1i2.159

Abstract

This article develops a conceptual model of "Critical Integration Based on Sharia" (CIBS) grounded in Syeikh Ahmad Khotib Al-Minangkabawi's reformist thought to address the pedagogical dualism between Minangkabau customary inheritance (matrilineal) and Islamic inheritance law (Faraid). The study employs Educational Conceptual Model Design Research methodology to design a prescriptive educational intervention framework. The CIBS model integrates three foundational principles: normative principles based on Maqasid Syariah, methodological principles of culturally responsive adaptive intervention, and institutional principles emphasizing critical collaboration. The research demonstrates that Faraid, grounded in justice principles, should be presented not as antithetical to Adat but as the highest expression of genuine Minangkabau equity. Through four implementation phases conceptual definition, curriculum artifact development, capacity building, and critical evaluation the model ensures coherent value transmission across formal and non-formal institutions, particularly through Bundo Kanduang roles. This framework provides a pathway for sustainable cultural inheritance while maintaining Sharia's normative integrity, enabling younger generations to resolve internalized conflicts regarding inheritance justice within Minangkabau families.
Co-Authors Herman Nirwana Neviyarni Neviyarni Puji Gusri Handayani Yeni Karneli