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Constructivism: Journal of Research in Education
Published by Lembaga Intelektual Muda Maluku
ISSN : 30465559     EISSN : 30465389     DOI : https://doi.org/10.54373/cjre
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
Constructivism: Journal of Research in Education (CJRE) is a fully refereed (double-blind peer review) and an open-access online journal for academics, researchers, graduate students, early-career researchers and students, published by Lembaga Intelektual Muda (LIM) Maluku. CJRE is a periodical publication (two times a year, in February and August) with the primary objective to disseminate scientific articles in the fields of education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
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Humanisasi Artificial Intelegence dalam Pembelajaran PAI: Implementasi Pendekatan Filsafat Pendidikan Holistik Melati, Difa Rahma; Rochmat, Cecep Sobar
Constructivism: Journal of Research in Education Vol. 3 No. 5 (2026): CONSTRUCTIVISM: Journal of Research in Education
Publisher : Lembaga Intelektual Muda Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/tse9ys27

Abstract

This study examines the humanization of artificial intelligence (AI) in Islamic Religious Education (PAI) instruction at an Islamic higher education institution, framing this humanization across four dimensions: cognitive, affective, spiritual, and social. Employing a qualitative field research approach, the study focuses on the PAI study program at an institution that while lacking a formal policy on AI-based instruction has already seen informal AI usage. Informants comprised five PAI lecturers and five female students, selected purposively based on their experience using AI for at least one semester. Data were collected through in-depth interviews, classroom observations, and document analysis, and subsequently analyzed thematically by adapting the Miles, Huberman, and Saldaña model. The findings reveal three strategies for AI humanization: positioning AI as a supportive tool under the educator's guidance; integrating AI-based assignments with reflection and critical dialogue; and maintaining educator mentorship regarding students' moral and spiritual development. Based on these field findings, the study offers the perspective that the humanization of AI involves not merely the use of technology, but also the upholding of human responsibility, ethical considerations, and pedagogical relationships
Assessing What Matters: Measuring Religious Education Outcomes in Student Behavior Muin, Andi Kurnia; Rusijono; Wasis; Yudha, Rivo Panji
Constructivism: Journal of Research in Education Vol. 3 No. 5 (2026): CONSTRUCTIVISM: Journal of Research in Education
Publisher : Lembaga Intelektual Muda Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/cjre.v3i5.7461

Abstract

Religious education in Indonesian Islamic secondary schools (Madrasah Tsanawiyah/MTs) has traditionally emphasized knowledge-based assessment, which may not fully capture students’ behavioral outcomes. This study aims to develop and validate a multidimensional model for measuring Religious Education Outcomes in Student Behavior (REOSB) among MTs students. A cross-sectional survey was conducted with 500 students in Polewali Mandar Regency, West Sulawesi, Indonesia, selected using stratified cluster random sampling. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) with a second-order reflective–formative hierarchical component model. The REOSB model comprises four dimensions: Religious Behavior, Discipline, Honesty, and Social Responsibility. The measurement model demonstrated satisfactory reliability and validity, and all four dimensions contributed significantly to the higher-order REOSB construct. The structural model yielded an R² of 74.3%, indicating that the predictors included in the model jointly explained 74.3% of the variance in REOSB. Importance–Performance Map Analysis (IPMA) identified Discipline and Social Responsibility as dimensions with relatively greater room for improvement based on their importance to REOSB and observed performance. These findings support a multidimensional approach to assessing behavioral outcomes of religious education beyond conventional cognitive assessment and provide an empirical basis for strengthening behavioral assessment and instructional practices in Indonesian Islamic education
Increasing AI Literacy Knowledge Among Special Education Teachers Through AI-Based Animated Instructional Video Development Training Maiziani, Fitri; Budi, Setia; Novrianti
Constructivism: Journal of Research in Education Vol. 3 No. 5 (2026): CONSTRUCTIVISM: Journal of Research in Education
Publisher : Lembaga Intelektual Muda Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/cjre.v3i5.7590

Abstract

The use of artificial intelligence (AI) in education requires teachers to possess the knowledge and skills to utilize technology in a pedagogical and responsible manner, particularly within the context of special education. This study aimed to measure changes in teachers' knowledge following training on the development of AI-based instructional videos and to examine the relationship between post-training knowledge and the quality of the videos produced. A one-group pretest-posttest pre-experimental design was employed with 20 teachers, 19 of whom provided complete data. Data were collected via a 20-item knowledge test and an assessment of the quality of the animated videos. Analysis was conducted using descriptive statistics, paired t-tests, Wilcoxon tests, Cohen’s dz, as well as Pearson and Spearman correlations. The mean knowledge score increased from 80.53 to 96.58, a statistically significant difference (t(18) = 5.903, p < 0.001, Cohen’s dz = 1.35). However, the relationship between posttest knowledge and video quality was not significant, according to both Pearson correlation (r = 0.212; p = 0.383) and Spearman correlation (ρ = −0.061; p = 0.805). These findings suggest that an increase in knowledge does not necessarily correlate with the quality of the resulting video product. AI training programs should integrate knowledge acquisition, media development practices, product evaluation, and the verification of AI-generated outputs.
Bridging the Gap Between Self-Directed Learning and Survival Skills in Early Childhood Education: A Systematic Literature Review Latief, Muhammad Haqqy Kholief Al; Ichsan
Constructivism: Journal of Research in Education Vol. 3 No. 5 (2026): CONSTRUCTIVISM: Journal of Research in Education
Publisher : Lembaga Intelektual Muda Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/cjre.v3i5.7646

Abstract

Self-directed learning and resilience are essential competencies that should be fostered from an early age; however, the relationship between them in early childhood education has yet to be comprehensively synthesized. This study aims to synthesize empirical and conceptual evidence regarding the connection between these two competencies in children aged 0–8 years. A systematic review was conducted in accordance with the PRISMA 2020 guidelines. Literature searches were performed across four databases Scopus, Web of Science Core Collection, ERIC, and PsycINFO covering publications from 2016 to 2026, supplemented by citation searching. Selection was based on criteria concerning age, topical relevance, educational context, publication type, and language. A total of 330 records were identified; 250 articles were screened by title and abstract, 80 full-text articles were assessed, and 12 studies met the inclusion criteria. The screening process was facilitated by the Rayyan application, study quality was evaluated using the Mixed Methods Appraisal Tool (MMAT), and data were synthesized through reflexive thematic analysis and narrative synthesis. The analysis identified four primary themes: children’s self-regulation, play environments that encourage exploration, interaction with nature, and social-emotional scaffolding provided by teachers. These findings serve as the basis for developing the concept of "adaptive autonomy" as a conceptual framework for understanding the interplay between self-directed learning and resilience from an early age

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