Implications of falsification theory and the constructivism paradigm in the development of science education and learning

Megawati, Yasir Riady, Firman, Yundi Fitrah, Ade Kusmana — Mon, 04 Dec 2023 00:00:00 +0000

Background: Science learning holds paramount significance in the advancement of science and technology. Two pivotal theories, falsification theory and the constructivism paradigm, profoundly influence the landscape of science education.

Purpose: The purpose of this study is to explore the impact of falsification theory and the constructivism paradigm on the development of science learning. Falsification theory, pioneered by Karl Popper, underscores the necessity of rigorous testing and validation of scientific hypotheses, forming the bedrock for the evolution of scientific knowledge. Conversely, the constructivism paradigm accentuates the active role individuals play in constructing knowledge, emphasizing a student-centered approach that involves collaborative learning, and problem-solving.

Design and methods: In this study, we delve into the implications of falsification theory and the constructivism paradigm in shaping science education. Falsification theory advocates for empirical proof and stringent testing of scientific hypotheses, while the constructivism paradigm promotes active student involvement in building their comprehension of scientific concepts. The study investigates how the integration of these two approaches can foster robust science learning environments, encouraging critical thinking, exploration, and profound understanding.

Results: The synthesis of falsification theory and the constructivism paradigm in science learning holds promise for cultivating a rich educational experience. By finding a delicate balance between rigorous empirical testing and providing opportunities for active student engagement, educators can create a profound and meaningful learning journey for students. This integrated approach not only instills an appreciation for the scientific method but also nurtures a deep understanding of science concepts, ultimately shaping students into critical thinkers with a genuine enthusiasm for scientific exploration.

Efforts by the Homeroom Teacher to Address Reading Challenges Among Class III Students at SDN Bantar Kemang 06

Muhammad Ichsan, Nurfaizah Azzahratul Husna — Mon, 04 Dec 2023 00:00:00 +0000

Background: The research delves into the efforts made by the class teacher to address reading challenges among third-grade students at SDN Bantar Kemang 06. While most class III students typically read proficiently, there are some in SDN Bantar Kemang 06 who require additional support in reading.

Purpose: This study aims to identify the specific reading difficulties these students face and explore the teacher's strategies to overcome these challenges.

Design and methods: Employing a qualitative approach, the research adopts a case study method. Data collection involves observation, interviews, and documentation techniques. The Miles Huberman Analysis Model guides data analysis through components of data reduction, presentation, and conclusion verification. To ensure data validity, triangulation methods involving source, method, and time are employed.

Results: The findings reveal five key efforts by the homeroom teacher to address students' reading difficulties. Firstly, the teacher emphasizes classroom literacy. Secondly, a dedicated reading corner is established within the classroom. Thirdly, additional reading sessions of about 20 minutes are provided after regular learning activities for struggling students. Fourthly, proactive communication with parents and conducting tutoring or individual guidance sessions for students in need are implemented. The identified factors contributing to students' reading difficulties encompass intellectual, environmental, and psychological aspects. These difficulties manifest in hesitancy while reading, inadequate attention to punctuation in lengthy sentences, and a need for assistance in comprehension.

ETUDE: Journal of Educational Research

Implications of falsification theory and the constructivism paradigm in the development of science education and learning

Efforts by the Homeroom Teacher to Address Reading Challenges Among Class III Students at SDN Bantar Kemang 06