Belajar dan Pembelajaran: Urgensi Memahami Perbedaan Konseptual dalam Dunia Pendidikan

Amelia Putri Indahwati (Program Studi Pendidikan Tata Rias, Fakultas Program Studi Diluar Kampus Utama, Universitas Negeri Surabaya)
M. Mamduh Winangun (Program Studi Pendidikan Tata Rias, Fakultas Program Studi Diluar Kampus Utama, Universitas Negeri Surabaya)
Sri Usodoningtyas (Program Studi Pendidikan Tata Rias, Fakultas Program Studi Diluar Kampus Utama, Universitas Negeri Surabaya)

JURNAL MULTIDISIPLIN ILMU AKADEMIK
Vol. 3 No. 3 (2026): JUNI

Misunderstandings in the application of the terms "learning" and "teaching" in Indonesian education still often occur. In fact, there are important differences between the two concepts that can have a direct impact on educational practice. This article examines the differences between these two concepts and their impact on formal educational practice. The approach used is a case study based on secondary data, such as curriculum documents, national education regulations, and previous related research. This analysis refers to Vygotsky's constructivist learning theory and Gagne's learning theory. The results of this analysis show that misunderstanding of this concept gives rise to less than optimal learning designs, wrong teaching tactics, and wrong tendencies in assessing student learning achievement. To overcome this, this article recommends re-emphasizing the operational definitions of these two terms in national climate policies.