Implementasi Teori Konstruktivisme dalam Pembelajaran Matematika di Rumah untuk Anak Usia Dini Pasca Pandemi Covid-19

Authors

  • Jahring Jahring Universitas Sembilanbelas November Kolaka
  • Marniati Marniati Universitas Sembilanbelas November Kolaka
  • Nasruddin Nasruddin Universitas Sembilanbelas November Kolaka
  • Armin Armin Universitas Sembilanbelas November Kolaka
  • Lukman Lukman Universitas Sembilanbelas November Kolaka
  • Andra Aprisal Universitas Sembilanbelas November Kolaka
  • I KD Indra Purnomo Universitas Sembilanbelas November Kolaka
  • Ridhonul Rahman Universitas Sembilanbelas November Kolaka
  • Ridhonul Rahman Universitas Sembilanbelas November Kolaka
  • Pingky Hastuti Universitas Sembilanbelas November Kolaka
  • Indrawaty Indrawaty Universitas Sembilanbelas November Kolaka
  • Siska Arhita Universitas Sembilanbelas November Kolaka
  • Firawati Firawati Universitas Sembilanbelas November Kolaka
  • Firda Firda Universitas Sembilanbelas November Kolaka

DOI:

https://doi.org/10.35960/pimas.v1i4.826

Keywords:

constructivism, post pandemic, covid-19

Abstract

Restrictions on learning activities during the COVID-19 pandemic have forced students to study from home. However, it does not mean that the quality of student learning outcomes will decrease. To maintain and even improve students' mathematical abilities and understanding post COVID-19 pandemic, constructivism learning was applied to mathematics learning at home in Puundoho village, North Pakue District, North Kolaka Regency, Southeast Sulawesi. Constructivism learning helps students in building mathematical concepts using their own abilities through an internalization process using prior knowledge. Activities are carried out in three stages, namely planning, implementation and reporting of activities. The form of activity is the application of constructivism learning in mathematics learning at home which aims to maintain the quality of student learning outcomes, as well as improve students' abilities and understanding after the COVID-19 pandemic. The results obtained are the level of students' ability and understanding of mathematics which is indicated by the ease with which they can answer correctly each given question.

References

Aji, R. H. S. (2020). Dampak Covid-19 pada Pendidikan di Indonesia : Sekolah, Keterampilan, dan Proses Pembelajaran. SALAM: Jurnal Sosial & Budaya Syar-I, 7(5), 395–402. https://doi.org/10.15408/sjsbs.v7i5.15314

Azman, A., Jalinus, N., Ambiyar, & Giatman. (2020). Model Pembelajaran Konstruktivisme dalam Pembelajaran Matematika Teknik. Jurnal Teknik, 14(1), 142–147. https://doi.org/10.31849/teknik.v14i1.4218
Dewi, L., & Darsinah. (2021). Implementasi Pembelajaran IPA Berbasis Konstruktivisme dalam Menumbuhkan Sikap Ilmiah Peserta Didik. Jurnal Pendidikan Dan Sains Lentera Arfak, 1(1), 41–46. https://ejournaljla.stkipmuhmanokwari.ac.id/index.php/jla/article/view/47

Hendriyani, M., Artini, N. M., & Tatyana, T. (2021). Dampak Pandemi COVID 19 terhadap Dunia Pendidikan. Kompleksitas: Jurnal Manajemen, Organisasi Dan Bisnis, 10(02), 13–21. https://ejurnal.swadharma.ac.id/index.php/kompleksitas/article/view/128

Jahring, Herlina, Nasruddin, & Astrinasari. (2022). Pengembangan Instrumen Evaluasi Pembelajaran Matematika Berbasis Online Menggunakan Aplikasi Quizizz. Aksioma: Jurnal Program Studi Pendidikan Matematika, 11(2). https://doi.org/10.24127/ajpm.v11i2.4932

Jahring, J., Nasruddin, N., Marniati, M., & Tahir, T. (2021). Efikasi Diri Mahasiswa Pada Perkuliahan Persamaan Differensial. EDU-MAT: Jurnal Pendidikan Matematika, 9(2), 199–206. https://doi.org/10.20527/edumat.v9i2.10104

Kurniawan, W. Y. (2021). Implementasi Teori Belajar Konstruktivistik Jerome Bruner dalam Pembelajaran Pendidikan Agama Islam di SMP Negeri 9 Yogyakarta. Islamika: Jurnal Keislaman Dan Ilmu Pendidikan, 3(1), 21–37. https://doi.org/10.36088/islamika.v3i1.917

Novita, I. E., Muzakkir, & Rapi, M. (2020). Implementasi Teori Belajar Konstruktivisme Pada Pembelajaran Pendidikan Agama Islam di SMA Negeri 22 Gowa. TARBAWI: Jurnal Pendidikan Agama Islam, 05(02), 126–143. https://doi.org/10.26618/jtw.v5i02.3262

Putri, H., & Putra, P. (2019). Konsep Teori Belajar Konstruktivisme Anak Usia Dini Di Era Revolusi Industri 4.0. Jurnal Primearly, II(2), 192–199.

Risalah, A., Ibad, W., Maghfiroh, L., Azza, M. I., Cahyani, S. A., & Ulfayati, Z. A. (2020). Dampak Pandemi Covid-19 Terhadap Kegiatan Belajar Mengajar Di MI/SD (Studi KBM Berbasis Daring Bagi Guru dan Siswa). JIEES : Journal of Islamic Education at Elementary School, 1(1), 10–16. https://doi.org/10.47400/jiees.v1i1.5

Rodiyana, R., & Puspitasari, W. D. (2019). Model Pembelajaran Konstruktivisme untuk Meningkatkan Kemampuan Pemahaman dan Komunikasi Matematika Siswa Sekolah Dasar. Proceedings of The ICECRS, 2(1), 147–157. https://doi.org/10.21070/picecrs.v2i1.2409

Suwandayani, B. I., Kuncahyono, & Ika Anggraini, A. (2021). Pola Implementasi Teori Konstruktivisme Pada Pembelajaran Tatap Muka Terbatas Di Sekolah Dasar. Jurnal Taman Cendekia, 5(2), 609–618. https://doi.org/10.30738/tc.v5i2.11472

Ulfadhilah, K. (2021). Model Pembelajaran Konstruktivisme dan Implementasinya dalam Pembelajaran Anak Usia Dini. Islamic EduKids: Jurnal Pendidikan Anak Usia Dini, 3(1), 1–13. https://doi.org/10.20414/iek.v3i1.3439

Downloads

Published

2022-12-06

How to Cite

Jahring, J., Marniati, M., Nasruddin, N., Armin, A., Lukman, L., Aprisal, A., … Firda, F. (2022). Implementasi Teori Konstruktivisme dalam Pembelajaran Matematika di Rumah untuk Anak Usia Dini Pasca Pandemi Covid-19. Jurnal Pengabdian Masyarakat - PIMAS, 1(4), 104–109. https://doi.org/10.35960/pimas.v1i4.826

Issue

Vol. 1 No. 4 (2022): November

Section

Articles