Developing Module on Constructivist Learning Strategies to Promote Students’ Independence and Performance

Constructivist learning strategies addresses learner’s characteristics in addition to learner’s active participation and connection to his or her knowledge and experience in learning process. The use of learning module supports the learning. The present article was to describe the development of learning module on the basis of constructivist learning theories for the Research Methodology course of the Elementary School Teacher Education Department. It includes (a) the description of the earlier teacher-centered learning in the course, (b) analysis of student and lecturer needs, (c) analysis of student characteristics, (d) identification of common goals, (e) identification of specific learning purposes, (f) development of constructivist learning strategies, and (g) development of prototype products. The data collection techniques used in this study included: (a) document studies, (b) questionnaire, and (c) observation. The collected data were then analyzed using descriptive statistics for quantitative and qualitative data. The result revealed that the use of the constructivist learning strategies, and the learning module became a necessity. The module to be developed included: (a) lecturer’s guidance, (b) learning module, (c) students’ worksheet. The content was illustrated in the prototype products. 

Constructivist learning strategies addresses learner’s characteristics in addition to learner’s active participation and connection to his or her knowledge and experience in learning process. The use of learning module supports the learning. The present article was to describe the development of learning module on the basis of constructivist learning theories for the Research Methodology course of the Elementary School Teacher Education Department. It includes (a) the description of the earlier teacher-centered learning in the course, (b) analysis of student and lecturer needs, (c) analysis of student characteristics, (d) identification of common goals, (e) identification of specific learning purposes, (f) development of constructivist learning strategies, and (g) development of prototype products. The data collection techniques used in this study included: (a) document studies, (b) questionnaire, and (c) observation. The collected data were then analyzed using descriptive statistics for quantitative and qualitative data. The result revealed that the use of the constructivist learning strategies, and the learning module became a necessity. The module to be developed included: (a) lecturer’s guidance, (b) learning module, (c) students’ worksheet. The content was illustrated in the prototype products.