Constructivism Theory In Cooperative Learning


Constructivism theory was born from the idea of Piaget and Vygotsky. Constructivism is the idea that students develop their own knowledge or concepts actively prepared based on existing knowledge and experience. In this process, students will adjust the received knowledge with previous knowledge to develop new knowledge.

Following Briner (1999), applies constructivism learning where students develop knowledge by testing ideas and approaches based on prior knowledge from experience, bringing in a new situation and new knowledge mengintegerasikan obtained with a willing coachee intellectual beings. When followed Mc Brien and Brandt (1997), constructivism is a learning approach berasaskan to research on how humans learn. Most researchers believe every individual foster knowledge and not only receive knowledge than others.
Idea of this theory, students actively construct their own knowledge. Student’s mind is considered as a mediator who received intruding from the outside world and determine what will be learned. According Soedjadi, constructivism approach in learning is an approach where individual students find and mengubahsuai complex information, check with the existing rules, and check back if necessary. In addition, Bell (1993) suggested that the ideology constructivism students come to school looking to bring knowledge and understanding of the beginning of mental and cognitive aspects. That is, students who come to the booth darjah already has initial concept of the material that will disiswai, because they have the potential for self-regulated learning first from existing sources or from experience in persekitaran life. In this case, a teacher acting as a mediator and as a facilitator.
Brooks and Books (1993) also states constructivism apply if the students build meaning about the world by synthesizing new experiences on what they have understood before. They will form a reflection on the follow-regulation through their back with objects and ideas. When they meet with an object, idea or docking meaningless to them, then they will just have to interpret what they see so conformity with the rules that have been formed or adapted to the rules in order to explain the new information. In the theory of constructivism, the emphasis given to the students more than teachers. This is because the act siswalah back with materials and events and gain an understanding of materials and events. Conversely, students develop their own concepts and knowledge to make the settlement problems (Sushkin 1999).
Therefore, it can be formulated as a whole that the understanding or intention of constructivism is a learning-centered learning activities of students. Teachers only play a role as a middleman or facilitator who helps students develop knowledge and solve problems. Teachers’ role as pereka form learning materials that provide opportunities to students to foster new knowledge. Teachers will recognize students ‘prior knowledge possessed, and then design techniques and learning strategies that are based on the students’ prior knowledge. Students’ knowledge and experience is the result of activities undertaken by the student and learning rather than passively accepted.
Between the learning advantages that may be associated with constructivism cooperative learning is menerusi thinking process. In the process of building new knowledge, students will be thinking to solve problems, menjana ideas and make wise decisions in dealing with the possibilities and cabaran bebagai. Between activities that should be utilized from cooperative learning is through activities such as research and penyiasatan mengenalpasti problem, gather information, process data, make analysis and making conclusions.
In shaping students’ understanding, learning cooperative learning may also be used to enable students to understand concepts and ideas about things more clearly, if they are directly engaged in activities to acquire new knowledge.


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