<![CDATA[This research aims to deeply explore the experiences of 5th-grade students in mathematics learning that implements a constructivist approach. The constructivist approach positions students as active subjects who build their own knowledge through interaction and experience, rather than merely passively receiving information from the teacher. Using a descriptive qualitative research design with a case study at UPT SD Negeri 17 Turatea, Jeneponto Regency, data were collected through participatory observation, in-depth interviews with students and the school principal, and documentation analysis. The results of the exploration show a significant change in classroom dynamics: students are no longer passive and bored, but instead become more energetic, actively asking questions, discussing, and able to explain concepts independently. This change in experience is supported by the school's efforts in procuring simple teaching aids and the flexibility of discussions among teachers. This research concludes that constructivism successfully shifts the student's role from information recipient to "knowledge architect," which directly enhances conceptual understanding and learning motivation in mathematics, a subject often considered difficult.]]>
Copyrights © 2025
