1

CHAPTER I
PRELIMINARY

A. Background
Learning is a process that occurs in humans to think, feel and move to
grasp every reality he wanted to produce the skills or knowledge, a behavior,
knowledge, technology, or any form of work and the human initiative to
become better in the future. Learning means a renewal towards the
development of the individual so that life can be better than before. Learning
can also mean adaptation to the environment and the interaction of man with
the environment (Situmorang, 2011).
Based on that view, constructivism began to flourish. Basically students
the knowledge and skills acquired from a context of limited and piecemeal.
According to Zainuddin (2015) that constructivism is a learning process that
explains how the knowledge compiled in the human mind. Elements
constructivism has long been practiced in kaedah teaching and learning in
schools, Maktab and universities but not so stressed. According to the
understanding of the flow of constructivism, science schools should not be
transferred from the teacher to the student or students in the form of the all
perfect. Pupils need to be built on knowledge, experience respectively.
According to Lintang (2011) that learning in the context of
constructivism is the result of the effort that the student himself and the teacher
should not be learning to students in accordance with the principle of student
centered not teacher centered. Block built foundation for school science is a
scheme that is a mental activity that is used by students as a raw material for
the process of reflection and abstraction in a child's thinking process. Mind of
the student will not face a tangible reality that is alienated from the surrounding
environment. The fact is known pupil is the reality that he coached himself.
Pupil actually does have a set of ideas and experiences that make up the
cognitive structure of continuity of knowledge and their thinking patterns.
 2

To help students develop concepts or new knowledge, teachers must

take the cognitive structure than it is on them. If a new term has been adapted
and absorbed to be a part of their strong grip, then a new framework of some
form of science can be fostered. This is sometimes referred to constructivism.

B. Formulation of The Problem

1. How is the scope of constructivist theory?
2. How the principles and the nature of the child according to the constructivist
theory?
3. How to implement the constructivist theory of learning?

C. Purpose
This paper purpose at presenting the course of scientific information which can
then be used as the basis of reference concerning.
1. To determine the scope of the theory of constructivism.
2. To know the principles and the nature of the child according to the theory of
constructivism.
3. To determine the implementation of the constructivist theory of learning
 3

CHAPTER II
DISCUSSION

A. Scope Theory of Constructivism

Constructivism is derived from the constructivist and isms.
Constructivist means is to foster, enhance and build. While ism in dictionary
Inonesia means understand or stream. Constructivism is a school of philosophy
that emphasizes knowledge that our knowledge is the result of our own
construction (Nadhirah, 2014).
According to Purnama (2013) that is defined as the constructivist theory
of learning that are generative, namely actions to create something of meaning
of what is learned. Constructivism is not really a new idea, what passed in our
lives for a set and coaching experience after experience. It causes a person to
have more knowledge and become more dynamic.
Constructivism approach has some general concepts such as:
1. Students actively fostering knowledge based on existing experience.
2. Context learning, students should build their own knowledge.
3. The importance of fostering knowledge actively by students themselves
through the interplay between the previous lessons with the latest learning.
4. The most important element in this theory is that man himself actively foster
knowledge by comparing new information with existing understanding.
5. The imbalance is a major motivating factor learning. These factors apply
when a student realizes his ideas are not consistent or compatible with the
scientific knowledge.
6. The teaching materials are provided needs to have a docking with the
experience of students to attract students.
One theory or idea which is very well known with regard to
constructivism learning theory is Piaget's theory of mental development. This
theory also called theory of intellectual development or the theory of cognitive
development. The learning theory with regard to the child's readiness to learn,
which is packaged in a stage of intellectual development from birth to
 4

adulthood. Each stage of intellectual development is equipped with certain

characteristics in constructing knowledge. For example, at this stage of the
motor sensory children think through the motions or actions (Wibawa, 2013).
According to Hamzah (2008) found to hold two main principles of
learning theory of constructivism learning. First, knowledge can not be
passively, but actively by students' cognitive structure. Second, the function of
cognition is adaptive and helpful organizing through real experience possessed
child.
From the above stressed how important the involvement of children
actively in the process of attribution number of ideas and constructing
knowledge through their environment. Even specifically according Surianto
(2013) said that one would be easier to learn something when the study was
based on what was known to others. Therefore, to learn a new material, the
learning experience of a person affects the learning process.
In addition to the emphasis and certain steps that need to be considered
in the theory of constructivism learning, Hanbury in Surianto (2009) suggested
a number of aspects in relation to learning, namely:
1. Students construct knowledge by integrating the ideas they have
2. Learning becomes more meaningful because the students understand
3. Strategy students more valuable
4. Students have the opportunity to discuss and exchange experiences and
knowledge with friends
Meanwhile, the purpose of Constructivism Theory in the classroom, namely:
1. The motivation for the students that learning is the responsibility of the
students themselves
2. Develop the ability of students to ask questions and look for yourself
3. Helping students to develop an understanding and a complete
understanding of the concept
4. Develop the ability of students to become independent thinkers
5. More emphasis on the process of learning how to learn it
 5

There are a number of characteristics of the learning process is emphasized by

the theory of constructivism, namely:
1. Emphasis on learning, not teaching process
2. Promote the independence and initiative of the students learn some vital
lessons
3. Looking at the students as creators will and purpose to be achieved
4. minded that learning is a process, not pressing on results
5. Encourage students to conduct investigation
6. mengharagai critical role in the learning experience
7. Encourage the development of natural curiosity in students
8. Assessment of learning more emphasis on students' performance and
understanding
9. Based on the process of learning the principles of cognitive theories have
10. Many use cognitive terminology to describe the learning process, as
predicted, infernsi, creation, and analysis
11. Stresses how students learn
12. Encourage students to actively participate in the dialogue or discussion
with other students and teachers
13. Strongly supports the cooperative study
14. Engaging students in real world situations
15. Stresses the importance of context for students to learn
16. Taking into account the beliefs and attitudes of students in learning
17. Provide opportunities for students to build new knowledge and
understanding that is based on real experience
B. Aspects of Learning Constructivistic
According Nurhayati (2011) that the constructivist learning, has four aspects
are described as follows:
1. Event Planning
a) The teacher tried to explore the ideas of students by using questions and
mengarahkannnya and explain pelajaaran units overall.
b) Receive and manggalakkan learners to convey his ideas.
 6

c) Mobilize leadership of learners, collaboration among learners, finding

information, and taking action as a result of the learning process.
2. Strategies in the classroom
a) Using the ideas, experience and interests of learners to drive learning
(often alter lesson plans that had been prepared)
b) Promote alternative sources of information in the form of written
materials and experts in addition to textbooks.
c) Using an open question.
3. Learning activities
a) Looking for ideas learners before mentioning ideas or teacher before
studying the ideas of a textbook or other sources.
b) Promote learners for comparing and debating ideas and concepts of the
theme.
c) Using cooperative learning method that emphasizes collaboration,
respect the individuality and the use of technical division of labor.
d) Promote the provision of adequate time for reflection and analysis.
e) Respect and use all of the ideas put forward learners.
f) Promote the personal analysis, gathering real evidence mendudkung
ideas, and reformulation of the idea after the experience and new
evidence.
C. Nature of Children According to Learning Theory Constructivism views
One theory or idea which is very well known with regard to
constructivism learning theory is Piaget's theory of mental development. This
theory also called theory of intellectual development or the theory of cognitive
development. The learning theory with regard to the child's readiness to learn,
which is packaged in a stage of intellectual development from birth to
adulthood. Each stage of intellectual development is equipped with certain
characteristics in constructing knowledge. For example, at this stage of the
motor sensory children think through the motions or actions (Authority, 2013).
Furthermore, Piaget known as constructivist first asserts that knowledge
is constructed in the minds of children through assimilation and
 7

accommodation. Assimilation is the absorption of new information in mind.

Meanwhile, the accommodation was to reconstruct the structure of the mind
with new information, so the information has no place. Understanding of the
other accommodation is a mental process that includes the formation of a new
scheme that matches the stimulation of new or modifying existing schema to
match the stimulus (Hamzah, 2008).
Furthermore Piaget argued that knowledge is not passively received by
someone, but through action. In fact, the cognitive development of children
depends on how far they are actively manipulating and interacting with their
environment. Meanwhile, cognitive development itself is a continuous process
on the state of imbalance and a state of equilibrium (Hamzah, 2008).
From the view of Piaget on child cognitive development stage it is
understood that at some stage the way and the child's ability to construct
different science based intellectual maturity of the child.
In connection with the child and the learning environment in the view
of constructivism, Tony in Hamzah (2008) propose the following
characteristics:
1. Students are not seen as something passive but has a purpose
2. Learning to consider optimally process the involvement of students
3. Knowledge is not something that comes from outside but rather constructed
personal
4. Learning is not the transmission of knowledge, but rather involves setting up
the classroom situation
5. The curriculum is not just to learn, but rather a set of learning materials, and
resources
The views of the children of the more recent constructivist developed
from Piaget cognitive learning theory states that science is built in the mind of
a child with assimilation and accommodation activities in accordance with its
schemata. Learning is an active process to develop that knowledge related
schemata like cobwebs and not merely arranged hierarchically (Surianto,
2009).
 8

From the above, it is understood that learning is an interactive activity

that takes place between internal factors on self-learners with external or
environmental factors, thus giving birth to behavior change.
In contrast to cognitive constructivism by Piaget, social constructivism
developed by Vigotsky is that learning for children to do in interaction with the
social and physical environment. Invention or discovery in learning more
easily obtained in a person's socio-cultural context (Surianto, 2009). Another
explanation Tanjung in Surianto (2009) says that the core of constructivist
Vigotsky is the interaction between the internal and external aspects of the
emphasis on the social environment in learning.
As for the implications of the theory of constructivism learning in
children's education (Surianto, 2009) are as follows:
1. The purpose of education according to the theory of constructivism learning
is to produce individuals or children who have the ability to think to solve
every problem faced
2. The curriculum is designed so that a situation that allows knowledge and
skills can be constructed by learners. In addition, exercise memcahkan
problem is often done through study groups to analyze problems in
everyday life.
2. Learners are expected to always active and can find a way of learning that
works for him. Teachers simply function as mediators, facilitators, and
friends who make the situation conducive to the construction of knowledge
in self-learners.
According Surianto (2009) that in the meantime, Pros and Cons Theory
Konstrutivisme namely:
1. Excess
a) Think natural process of fostering new knowledge, students think to
solve the problem, menjana ideas and make decisions
b) Know namely because students are directly involved in mebina new
knowledge, they will be more schools and may mengapliksikannya in all
situations
 9

c) Remember that because students are directly involved with the active, the
longer they will remember all the concepts. Pupils convinced by this
approach to build their own kefahaman. Indeed, they are more confident
to face and solve problems in new situations.
d) Social skills diperolehi namely social skills when interacting with the
movement and teachers in fostering new knowledge.
e) Nudity namely because they involved continue, they understand,
remember, confident and interact with healthy, then they will feel sexy
learned in fostering new knowledge.
2. Weakness
In the discussion of these shortcomings might we see in the learning process
where the teacher's role as an educator seems less so supportive.
D. Implications of Constructivism Theory in the Classroom
According to Hamzah (2008) that is based on constructivism learning
the characteristics mentioned above, the following is presented on the
application in the classroom.
1. Encourage self-reliance and initiative of students in learning
Idea appreciate the ideas or thoughts of students and encourage students to
think independently, meaning teachers help students discover their
intellectual identity. The students who formulate the questions and then
analyze and answer means has been developing responsibility for their own
learning process and be a problem solver (problem solver)
2. Teachers ask open questions and allows some time for students to respond
Reflective thinking requires considerable time and often on the basis of
ideas and comments of others. The ways teachers ask questions and how
students respond or answer it will encourage students were able to build on
the success in the investigation.
3. Encourage students to think critically
Teachers who apply constructivism learning process will challenge the
students to be able to reach things that are behind the factual responses were
 10

modest. Teachers encourage students to connect and summarize concepts

through analysis, prediction, justify and defend ideas or thoughts.
4. Students are actively involved in dialogue or didkusi with teachers and other
students
Dialogue and discussion is the social interaction in the classroom is very
intensive in helping students to be able to change or reinforce ideas. If they
have a chance to megemukakan what they think and listen to the ideas of
others, then they will be able to build his own knowledge based on their
own understanding. If they feel safe and comfortable to express his ideas
then really meaningful dialogue will take place in the classroom.
5. Students are involved in a challenging experience and to stimulate
discussion
If given the opportunity to make various predictions, often students generate
hypotheses about this natural phenomenon. Teachers who apply
constructivism in learning to provide the widest opportunity for students to
test hpotesis they make, especially through group discussions and a real
experience
6. The teacher gives the raw data, primary sources, and interactive materials
The learning process that applies a constructivist approach engages students
in observing and analyzing natural phenomena in the real world. Then the
teacher helps the students to produce abstractions or reflections on natural
phenomena that together
 11

CHAPTER III
COVER

A. Conclussion
Conclusion approach to teaching and learning that berasaskan
Constructivism will provide opportunities for teachers to choose the rules of
appropriate teaching and learning and students can determine their own future
required to obtain a concept or knowledge. In addition, teachers can make their
own judgments and assess kefahamannya about a certain field of knowledge
can be improved further. Moreover, the burden on teachers teaching in which
teachers will berkurangan more pemudahcara or acting as a facilitator.
Constructivism based learning some new views about science and how
the science should diperolehi. The formation of new knowledge is born out of a
combination of learning first. These lessons encourage students to create their
own settlement and tested using hypotheses and new ideas.
B. Suggestion
Learning heavily loaded with concepts that require high reasoning. In order to
achieve better learning outcomes optimum then the physics teachers should
always pay attention to formal reasoning that has been owned by the students.
So the strategy modifier misconceptions can be determined appropriately. It
has been proven that the quality of the misconceptions of the students is highly
dependent on formal reasoning.
 12

BIBLIOGRAPHY

Hamzah. 2008. Teori Belajar Konstruktivisme. Available:

https://akhmadsudrajat.wordpress.com/2008/08/20/teori-belajar-
konstruktivisme/. [accessed tanggal 13 Maret 2016].

Lintang. 2011. Implikasi Teori Belajar Konstruktivistik. Available:

http://alfallahu.blogspot.co.id/2013/04/implikasi-teori-belajar-
konstrutivistik.html. [accessed tanggal 13 Maret 2016].

Nadhirah, Nadia. 2014. Filsafat Konstruktivsme dalam Pendidikan. Available:

https://nadianadhirah.wordpress.com/2014/02/25/filsafat-konstruktivisme-
dalam-pendidkan/. [accessed tanggal 13 Maret 2016].

Nurhayati. 2011. Strategi Belajar Mengajar. Badan Penerbit UNM. Makassar:

Badan Penerbit UNM. Hal. 44-45.

Purnama. 2013. Teori Belajar Konstruktivisme. Available: http://magister-

pendidikan.blogspot.co.id/p/teori-konstruktivistik.html. [accessed tanggal
13 Maret 2016].

Situmorang, Hotran. 2011. Belajar dan Pembelajaran. Available:

http://digilib.unila.ac.id/407/3/Hotran%20Situmorang_BAB%20II.pdf.
[accessed tanggal 13 Maret 2016].

Surianto. 2009. Teori Pembelajaran Konstruktivisme. Available:

https://surianto200477.wordpress.com/2009/09/17/teori-pembelajaran-
konstruktivisme/. [accessed tanggal 13 Maret 2016].

Wibawa. 2013. Teori Belajar Konstruktivisme. Available:

http://wiare.blogspot.co.id/2013/02/teori-belajar-konstruktivisme.html.
[accessed tanggal 13 Maret 2016].

Zainuddin, Ansar. 2015. Pembelajaran Konstruktivisme. Available:

http://ansarbinbarani.blogspot.co.id/2015/12/teori-konstruktivisme.html.
[accessed tanggal 13 Maret 2016].