PORTOFOLIO APPROACH TO TEFL

This Paper is Prepared to Fulfill Portofolio Approach to TEFL the Final Examination
Assignment the Lecturer by :

Prof. Muhammad Basri, M.A., Ph.D

Arranged by :

Name : Siti Rezky Amaliah Mahmud

NIM : 230025301076

Class : D23

ENGLISH EDUCATION DEPARTMENT

POST GRADUATE PROGRAM
STATE UNIVERSITY OF MAKASSAR

2024
 GROUP 1 PARAPHRASE : PHILOSOPHY OF EDUCATION
MEMBERS :
 NURDIANA
 RAHMI
 ISNAINI ACHMAD RENALDI
 HANIFA

Philosophy of education is important because it explains how educational theories

emerge. Examining educational philosophies can help you understand why and how theories
complement or contradict each other. An understanding of philosophy therefore helps guide
and critique the development of educational theory. Philosophical knowledge can justify
teaching methods. Revealing and challenging assumptions about the nature of education.

Provides her languages for educational debate. Finally, philosophy is essential to

promoting education as a scientific and professional activity. Only recently has education been
recognized as an independent subject. Many educational theories come from other fields, and
philosophy of education can provide an educational history of ideas, theories, and vocabulary.
Establishing a clear discourse and rationale will help put the field of education on the same
philosophical footing as other fields.

Idealism

The philosophical doctrine that arises from the category of thought associated with
ideas is “idealism” – the notion that ideas represent reality. Idealism has its origins in Plato,
the third century BC thinker who believed that there was an objective truth, expressed through
the unchanging world of “Forms”. These Forms were originally proposed in by Plato's mentor
Socrates, who wrote nothing himself, but presented in a series of dialogues written by Plato.
In it, Socrates engages in discussion with Athenian citizens, drawing out their ideas about
virtue.

Empiricism

The view that all information is picked up from the faculties came to unmistakable
quality within the seventeenth century, when the English logician John Locke in his Paper
Concerning Human Understanding contended that 'there is nothing within the intellect which
was not to begin with within the senses' (Smith et al. 2004). In this see, the intellect could be a
clear slate on which encounters are imprinted. Agreeing to Locke, all essential and auxiliary
thoughts, counting unique thoughts, come either from the senses or the mind's reflections on
sensory experience.

Romanticism

Developed within the eighteenth century to supply an alternative point of view on the
part of experience in learning. Jean-Jacques Rousseau was romanticism's strongest advocate in
what is regularly called its to begin with instructional text. Émile, distributed in 1762(/2007)
deals with the right education for a boy. For Rousseau gender was naturally decided, and he
thought that a different instruction prepare was essential for girls, as appeared in Émile et
Sophie ou les Solitaires (1780/1994), the sequel to Émile.

In considering the value of the philosophy of education, you might discover it

supportive to consider the benefits that educational philosophy offers to the field of instruction
for the most part, as well as to the educational profession and the individual educator. In the
educational field, the philosophy of education:

+ appears that restricting positions such as idealism and experimentation are defensible;

+ empowers us to consider the origin and provenance of instructive practices;

+ gives a language for educational discourse and debate;

+ presents well thought-out contentions for different theoretical positions;

+ challenges flawed argument, superficial debate and educational crazes;

+ gives a source of alternative ideas to challenge winning orthodoxies;

+ examinations education's aims, roles and strategies.

For the education profession, the philosophy of education:

+ legitimizes educational practices;

+ contributes to the scholarship of teaching;

+ gives instruction with profound intellectual roots;

+ joins educators with a convention of educational discourse;

+ encourages argument and debate;

+ helps develop evaluative and critical thinking.

For the individual educator, the logic of instruction:

+ improves and develops personal experience;

+ gives intellectual assurance to intuitively or instinctive practice;

+ provides delight within the investigation of educational ideas;

+ provides intellectual backing for educational views;

+ facilitates open-mindedness by displaying elective viewpoints.

Therefore, logic shapes an critical portion of each educator's instruction.

Documentation of GROUP 1 Presentation

Question and Answer GROUP 1

1. Question by Mega Syafitri:

What is the function of educational philosophy if it is associated with the Merdeka

curriculum?

Answered by Rahmi:
The Merdeka Curriculum is an educational program implemented by the Indonesian
Ministry of Education, Culture, Research, and Technology. The curriculum aims to
improve the quality of education in Indonesia by focusing on essential material and
encouraging differentiated learning. Educational philosophy is a branch of philosophy that
deals with the fundamental nature of education, its problems, and its goals. It is concerned
with the study of educational methods, the philosophy of knowledge, and the nature of
learning. In the context of the Merdeka Curriculum, educational philosophy plays a crucial
 role in shaping the curriculum’s goals and objectives. It helps to define the curriculum’s
purpose, the methods used to achieve it, and the outcomes expected from it. The curriculum
is designed to address learning loss and improve learning outcomes in literacy and
numeracy. Therefore, educational philosophy is an essential component of the Merdeka
Curriculum, as it provides the theoretical foundation for the curriculum’s development and
implementation.
2. Question by Israyani Masyita

What is correlation between TEFL with educational philosophy?

Answered by Nurdiana and Hanifa:

The relationship between Teaching English as a Foreign Language (TEFL) and
educational philosophy has been studied by researchers. One study found that there is a
weak, positive correlation between prospective teachers’ lifelong learning tendency and the
philosophies of education. Another study found that teachers with traditional philosophical
tendencies are more strongly connected to the curriculum, and hence do not tend to flexible
applications in curriculum implementation. In addition, some educators have shared their
own philosophy of teaching English as a foreign language. For example, one educator
believes that a valid and reliable ESL testing program with testing even in the midst of a
teaching activity is important, as well as having a working knowledge of teacher and
student roles. In addition, some educators have shared their own philosophy of teaching
English as a foreign language. For example, one educator believes that a valid and reliable
ESL testing program with testing even in the midst of a teaching activity is important, as
well as having a working knowledge of teacher and student roles.

3. Question by Milda Ningsih

How schools help students be themselves while being able to adapt to society
according to applicable norms?

Answered by Isnaini Achmad:

Schools can play an important role in adolescents’ identity development. Research
suggests that schools and teachers are often unaware of the many different ways in which
they may significantly impact adolescents’ identity development. Schools can foster
students’ development in their relationships, identity, emotional skills, and overall well-
being. Different types of explorative learning experiences can be organized to support
adolescents’ identity development: experiences aimed at exploring new identity positions
(in-breadth exploration), further specifying already existing self-understandings (in-depth
exploration), and reflecting on self-understandings (reflective exploration). Explorative
learning experiences must be meaningful and situated in a supportive classroom climate
in order to foster adolescents’ identity development. In terms of adapting to society
according to applicable norms, schools can intentionally support adolescents’ identity
development by teaching adaptability skills. Different types of explorative learning
experiences can be organized to support adolescents’ adaptability development:
experiences aimed at exploring new situations, further specifying already existing skills,
and reflecting on their own skills. Schools can also help students become more adaptable
by exposing them to changing lessons, different teachers, new work groups, new academic
skills and tasks, fluid schedules, and other situations that require flexibility.
 GROUP 2 PARAPHRASE : BEHAVIOURISM
MEMBERS :
 SAMSINAR
 ISRAYANI MASYITA
 ASRUL MUARIF
 RINA RITSNA GISMA
Behaviorism is a school of psychology that originated in the early 20th century and
became a dominant force in the field. Key figures in the development of behaviorism include
John B. Watson and B.F. Skinner. Behaviorism is characterized by its focus on the study of
overt, observable behaviors, rather than internal mental processes or subjective experiences.
One of the fundamental tenets of behaviorism is the belief that behavior is shaped and
controlled by the environment. Behaviorists propose that individuals learn through the process
of conditioning, which involves forming associations between stimuli and responses. There are
two main types of conditioning: classical conditioning, introduced by Ivan Pavlov, and operant
conditioning, developed by B.F. Skinner.
In classical conditioning, a neutral stimulus becomes associated with an unconditioned
stimulus, leading to a conditioned response. For example, Pavlov's famous experiment
involved pairing a bell (neutral stimulus) with the presentation of food (unconditioned
stimulus) until the bell alone could elicit a salivary response from the dogs (conditioned
response).
Operant conditioning, on the other hand, involves the reinforcement or punishment of
behaviors to strengthen or weaken them. Skinner's work emphasized the role of consequences
in shaping behavior. Positive reinforcement involves adding a desirable stimulus to increase
the likelihood of a behavior, while negative reinforcement involves removing an aversive
stimulus to achieve the same effect. Punishment, on the other hand, aims to decrease the
probability of a behavior by introducing an aversive consequence.
Behaviorism's rejection of mentalistic concepts and its emphasis on empiricism and
objectivity contributed to the rise of behavior modification and applied behavior analysis.
These applications of behaviorist principles have been utilized in various fields, including
education, therapy, and animal training. While behaviorism has been influential, it has also
faced criticism for oversimplifying the complexity of human behavior and neglecting the role
of cognitive processes. Over time, other psychological perspectives, such as cognitive
psychology and the cognitive-behavioral approach, have emerged to integrate the study of both
observable behaviors and internal mental processes.

In drawing conclusions about behaviorism, you will discover it valuable to survey the negative,
positive and interesting aspects of the hypothesis. On the negative side, behaviorism is
prevalently connected to power and control and has connotations of animal training. It is
additionally related with an outmoded industrial training model that fails to require account of
people's capacity to require activity for themselves. It can be considered anti-humanistic in its
refusal to recognize human opportunity and choice. Behaviorism gives deficiently weight to
relevant In higher learning, behaviorist strategies may not be successful in advancing profound
learning, which is related to individual understanding and meaning-making. In adult, further,
and higher education, it is additionally troublesome to apply behaviorist standards, since they
regularly fail to require account of imaginative forms and of accidental, unexpected and self-
initiated learning. In general, behaviorism is regularly seen as anti-intellectual. On the other
hand, behaviorism is productive in advancing quick learning, since of its precise specification
of activities and learning results. Behaviorist standards are also useful – they offer practical
and specific advice to the teacher or curriculum planner around what to do. Behaviorism isn't
completely adversarial to other theories of learning; rather, it can co-exist with later learning
speculations that focus on cognition or the social acquisition of meaning. It may serve as a
foundational component on the basis of which more complex cognitive processes are
developed. For example, some Asian cultures see tedious skill acquisition as a necessary
prerequisite to the development of creativity. Behaviorism is still of interest to students and
educators since many human practices can be related to or clarified by the theory. Many
behaviorist practices have recently been joined into the educational world – these include the
use of learning results in standardized frameworks that advance deep rooted learning and
movement. It is possible to require a more advanced view of what behaviorist theory can offer,
especially when it is considered as a complement to cognitivist and constructivist theories of
learning, which are considered in the following chapters. components such as the social,
financial and political conditions and strengths that advance or constrain action. It also fails to
consider other determinants in learning, such as inherited intelligence and personality.
 Documentation of GROUP 2 Presentation

Question and Answer GROUP 2

1. Question by Siti : Nurfadhillah Gani
How does Bloom's Taxonomy serve as a framework for categorizing and structuring
different levels of cognitive skills in the learning process?
Answered by: Israyani Masyita
Benjamin Bloom attempted to develop a model that linked external and internal
behaviours (Bloom and Krathwohl 1956). In his influential taxonomy of learning, he proposed
three domains or spheres of learning – the cognitive, affective and psychomotor – which
translate learning into overt observable behaviours. Each domain presents a set of behaviours,
which are hierarchical according to complexity and sophistication.
Especially in level of cognitive skill which is concerned with thinking and intellect
domain, Bloom divided into six levels of cognitive domain. Begin from the bottom layer, there
is knowledge level, where at this period of recalling information and remember previously
learned materials. Next layer is comprehension, this is a step for students to making sense out
of information. Move to the next layer is application where this is the step for students using
their knowledge in a new but similar form. Next layer is analysis where the students taking
knowledge apart and exploring relationship. Move again to synthesis layer where the students
using information to create something new. At the top layer is evaluation where this level
students more critically examining relevant and available information to make judgements.
 All this cognitive domain of Bloom’s Taxonomy is the best-known and most
educationally applicable of Bloom’s domains and deals with the ways that internal knowledge
may be revealed by external behaviour.
EVALUATION

SYNTESIS

ANALYSIS
APPLICATION

COMPREHENSION
KNOWLEDGE

6 Levels in the Cognitive Domain of the Bloom’s Taxonomy

2. Question by : Arya Priyangga Sumardi
By adjusting the negative punishment from physically punishing the student to giving a
lighter punishment such as singing in front of the class, can this guarantee that the student
will not commit the same mistake or offense again?
Answered by: Israyani Masyita, Samsinar & Asrul Muarif
Negative Punishment such as physically punishment is not suggested given for our students in
the classroom. This is because it is not only make student’s down mentally and get them
traumatic psychologically, but also can make them loss of motivation and even bad behavior.
One of the effect of negative punishment will not give the student’s awareness from themselves
especially gain their intrinsic motivation to do something, but it just give an external motivation
for students to do something because they afraid of something. So, the best solution offered to
gain the student’s intrinsic motivation is by giving them “Class Agreements or Kesepakatan
Kelas” together which is contain of some Rules and Consequences which is made by students
in the classroom. By giving them rights to make their own rules, it will make them realize the
value that they had. And continuously our students will have good habits and behaviors in their
environment.
3. Question by : Rahmi
Regarding positive reinforcement such as giving a smile, applause, or giving gifts and so
on, what do you think if a teacher gets a gift from a rich student's parents so that the
teacher becomes favoritism towards his students, he only gives positive reinforcement to
the student just because of his parents? Rich and always given gifts by his parents?
Answered by: Rina Ritsna Gisma & Samsinar
About teachers who appreciate children who have sufficient backgrounds or can be said to be
rich with children who are underprivileged or poor but more appreciated who are rich children,
it is not categorized as a good teacher. It is because as an educator, we cannot differentiate our
students based on their economic living background. From behaviorism perspective, this
treatment is done by the teacher will make a bad behavior in our students. There will be a
privilege are created by the teacher to the students and for students itself will make them
disrespect to their friends and to their teacher. Of course, it will create a bad behavior among
our students and become bad generation in the future.
 GROUP 3 PARAPHRASE : COGNITIVISM

MEMBERS :
 SITI REZKY AMALIAH MAHMUD
 DEFRIANTI PATANDA
 NURSHAFIKA
 RYAN ANDISKY ASRUL

Cognitivism presents a scientific approach to learning and offers a coherent

understanding of the forms included. It presents theoretical support for teaching practices and
recommends a extend of valuable instructing procedures that encourage learning. In any case,
it may be argued that its focus on learning as an individual mental occasion ignores social
processes and exemplification. Its treatment of teaching as a technical-rational activity ignores
the component of intelligent practice and imaginativeness included. Cognitivism can be seen
as a progressive step towards an approach that combines cognitive forms with the element of
individual and shared meaningmaking that is constructivism.

Cognitivism is a psychological perspective that emerged as a reaction to behaviorism in the

mid-20th century. While behaviorism focused primarily on observable behaviors and external
stimuli, cognitivism shifted the focus to mental processes, including perception, memory,
language, problem-solving, and decision-making. This perspective views the mind as an active
information processor and emphasizes the role of internal mental structures and processes in
shaping behavior.

Key principles of cognitivism include:

1.Information Processing: Cognitivists view the mind as a complex information-processing

system similar to a computer. They investigate how individuals acquire, store, retrieve, and use
information to make decisions and solve problems.

2. Memory: Cognitivism places significant importance on the study of memory, exploring how
information is encoded, stored, and retrieved. Models like the information processing model
and the multi-store model of memory help explain cognitive processes related to memory.

3.Learning: Cognitivists propose that learning involves the acquisition and organization of
knowledge in memory. They study how individuals actively process information, make
connections, and construct meaning from their experiences.
4. Language and Thought: Cognitivism explores the interplay between language and thought
processes. It investigates how language influences cognition and how cognitive processes
contribute to language development and comprehension.

5. Problem-Solving and Decision-Making:Cognitivists are interested in understanding how

individuals approach and solve problems, make decisions, and apply critical thinking skills.
Problem-solving strategies and decision-making processes are key areas of study within this
perspective.

6.Cognitive Development:Cognitivism has made significant contributions to the study of

cognitive development, particularly through the work of Jean Piaget. Piaget's stages of
cognitive development describe how individuals progress from simple, concrete thinking to
more abstract and complex thought processes as they age.

Cognitivism has had a profound impact on various fields, including education, cognitive
psychology, artificial intelligence, and human-computer interaction. Cognitive-behavioral
therapy, which integrates cognitive and behavioral principles, is an influential therapeutic
approach that emerged from the cognitivist perspective.

While cognitivism brought attention to the importance of internal mental processes, it does not
completely dismiss the role of external stimuli and behavior. Instead, it seeks to understand
how cognition mediates the relationship between the individual and the environment. This
perspective has significantly shaped contemporary psychological research and practice.

Cognitivism is a psychological perspective that focuses on the mental processes involved in

learning, including perception, memory, problem-solving, and decision-making. For educators,
cognitivism provides a framework for understanding how students acquire, process, and retain
information. Here are key considerations for educators related to cognitivism in learning:

1. Prior Knowledge and Schema:

- Cognitivism emphasizes the importance of prior knowledge and mental structures called
schemas. Educators should connect new information to students' existing knowledge,
activating relevant schemas to enhance understanding and retention.

2. Active Engagement and Critical Thinking:

 - Cognitivist approaches encourage active engagement and critical thinking. Educators can
design activities that stimulate higher-order thinking skills, such as analysis, synthesis, and
evaluation, to promote deep understanding.

3. Metacognition:

- Metacognition, or thinking about one's own thinking processes, is a key aspect of

cognitivism. Educators can foster metacognitive skills by encouraging students to reflect on
their learning strategies, set goals, and monitor their progress.

4. Organization and Chunking:

- Cognitivism suggests that information is better processed when organized into meaningful
chunks. Educators can facilitate learning by presenting information in a structured manner,
breaking it down into manageable sections, and helping students form connections between
concepts.

5. Sensory Memory, Working Memory, and Long-Term Memory:

- Understanding the processes of sensory memory, working memory, and long-term memory
is essential. Educators can design lessons that optimize the transfer of information from
working memory to long-term memory, promoting better retention.

6. Instructional Design and Multimedia Learning:

- Cognitivism informs instructional design principles, including the use of multimedia to

enhance learning. Educators can integrate visuals, videos, and interactive elements to support
different learning styles and engage multiple senses, facilitating better information processing.

7. Problem-Based Learning:

- Cognitivist principles align well with problem-based learning approaches. Educators can
design scenarios or projects that require students to apply their cognitive skills to solve real-
world problems, fostering meaningful learning experiences.

8. Cognitive Load Theory:

- Understanding cognitive load theory helps educators manage the balance between
information presentation and students' cognitive capacity. Educators can structure lessons to
avoid cognitive overload, ensuring that students can effectively process and integrate new
information.
9. Feedback for Learning:

- Providing constructive feedback is essential in cognitivist approaches. Feedback should not

only focus on correctness but also guide students in understanding their thought processes and
identifying areas for improvement.

10. Transfer of Learning:

- Cognitivism emphasizes the importance of facilitating the transfer of learning from one
context to another. Educators can design activities that encourage the application of knowledge
and skills in various situations.

11. Cognitive Apprenticeships:

- Cognitivism supports the idea of cognitive apprenticeships, where educators model

cognitive processes and gradually transfer responsibility to students. This approach helps
students develop problem-solving skills and strategies.

12. Individual Differences and Learning Styles:

- Recognizing and accommodating individual differences in cognitive styles and preferences

is important. Educators can provide options for students to approach learning tasks in ways that
align with their cognitive strengths.

Cognitivism complements other learning theories, and a holistic approach that integrates
elements from behaviorism, constructivism, and socio-cultural perspectives can be effective in
meeting the diverse needs of learners.

Documentation of GROUP 3 Presentation

Question and Answer GROUP 3
1. Question by Nur Rahmah Kurnia Sari
 Can you give an example of the application of Attention in learning and how to
convey or provide material in a new way and perspective?
Answer by Ryan Andisky Asrul :
Providing a new perspective in learning can be done in several ways. First, identify the
material that students have studied by checking textbooks from previous classes or
asking students directly. Focus learning on material that has never been studied. Apart
from that, add interesting elements such as fun facts, for example that a word can have
different meanings in different countries. For example, "pants" means trousers in the
United States, but in England, it means underpants. Teach the origins of words to enrich
students' understanding of the meaning of related words. For example, the word "study"
comes from the Latin "studium," meaning 'zealous, diligent application.' Other related
words include student, studio, and studious. This approach can help expand students'
vocabulary.

Teaching strategies can be improved by utilizing technology, such as smart TVs and
projectors. Alternatively, use a gamified website if learning is done online. Strategy
choices can also include methods that are rarely used, such as simulation, role-play, and
others. By combining these various methods, the learning process can become more
interesting for students.

2. Question by Samsinar
How are Sensation and Perception related and how can these two things be related
to the concept of learning?
Answer by Nurshafika
Sensation is the process of capturing stimuli and the earliest stage in receiving
information. Example of sensation are light entering the eye, sound entering the ear,
etc.
Perception is the interpretation of stimuli received through sensation or the
process of providing meaning to sensations through the five senses.
The application of the relationship between sensation and perception in learning
is:
1. The teacher uses pictures or videos to explain the learning material. Images
or videos can provide interesting visual information for students. Students then use their
knowledge and experience to understand the information.
 2. The teacher gives practical assignments to students. Practical assignments
allow students to experience the course material firsthand. This understanding can
provide a deeper understanding for students.
3. Teachers use learning methods that actively involve students. Active learning
methods, such as discussions, simulations and games, can increase student attention
and participation. This increases the effectiveness of learning.
3. Question by Yuniarsih Azizah
How do we as students make the lesson into a Long Time Memory (LTM)?
Answer by Siti Rezky Amaliah. M & Defrianti Patanda

To make learning a long-term memory, consider strategies such as:

Deep Understanding: Try to truly understand the concepts rather than just memorize
them. Look for connections between information and understand the context.

Active Practice: Engage in exercises or hands-on practice with the course material. This
can be through completing problems, discussions, or projects.

Repetition: Do regular repetition to strengthen memory. Revise the material regularly

to prevent forgetting.

Reteach: Try to teach the concept to someone else. Reteaching helps deepen
understanding and strengthen memory.

Various Learning Methods: Use a variety of learning methods, such as reading,

listening, writing, and speaking. This helps stimulate various areas of the brain.

Get Enough Rest: Make sure to give your brain enough rest. Good sleep plays an
important role in consolidating memories.

Time Management: Manage study time wisely. Avoid cramming and allow enough time
to understand the material thoroughly.

Association and Imagination: Link new information to existing knowledge and use
imagination to make concepts come alive.

By combining some of these strategies, you can increase the likelihood that learning
will become long-term memory.
 GROUP 4 PARAPHRASE : CONSTRUCTIVISM
MEMBERS :
 MARIANA
 KHAIRUNNISA
 ARYA PRIYANGGA SUMARDI
 SITI NURFADHILAH GANI

Key ideas

+ Knowledge is arranged and developed in social contexts.

+ The learner is an active agent in the interpretation of the world.

+ Constructivism focuses on meaning-making and the understanding of information.

+ Learning includes the translation of experience to develop meaning.

+ Mental constructs may be modified as a result of affirmation or challenge.

+ Other people are important in the arrangement and modification of mental constructs.

In drawing conclusions about constructivism, you may find it valuable to survey the
disadvantages as well as the benefits of the theory. Although a constructivist approach to
teaching, learning and educational module has been recommended in schools since the 1960s,
some critics argue that it is still difficult to see constructivist principles acted out in the
classroom. Indeed, we can identify several reasons why teachers might resist constructivist
practices.

+ Schools must generally follow forced educational program, the rigidity of which often makes
it difficult for teachers to respond to pupils' constructions of information.

+ Teachers are insufficiently prepared in constructivist teaching and learning, as well as

framework strategies.

+ Class measure can make individual examinations of pupils' movement through the ZPD
difficult.

+ Teachers may feel or find that classroom discussion is wasteful in facilitating learning.
+ Teachers attempting to apply constructivist principles may have concerns almost classroom
control and understudy behaviour.

+ It may be troublesome to survey and assess the degree of pupils' learning in a constructivist
classroom.

On the other hand, it is clear that many effective educational practices are directly influenced
by constructivism, so it should still be of interest and use to all educators since it supports much
of what they do, indeed if they are not aware of it. For example, the current interest in group
and project work at educational levels ranging from the primary school to university level
suggests that shared meaning-making is important for reasons extending from increased
motivation to enhanced task performance.

Constructivism is a learning theory that emphasizes the active role of learners in constructing
their own understanding of knowledge and reality. Developed by educational theorists such as
Jean Piaget and Lev Vygotsky, constructivism posits that learning is not merely the passive
absorption of information but rather a dynamic process in which learners actively build their
knowledge through interactions with their environment and social interactions.

Key principles of constructivism include:

1.Active Engagement:Constructivism asserts that learning is most effective when learners

actively engage with the material. This involves hands-on experiences, problem-solving, and
critical thinking activities that encourage exploration and discovery.

2. Prior Knowledge:Constructivism recognizes the importance of prior knowledge and

experiences in shaping new understanding. Learners integrate new information with their
existing knowledge, and this process influences how they interpret and make sense of the
world.

3. Social Interaction: Social interaction plays a crucial role in constructivist learning. According
to Vygotsky's sociocultural theory, interactions with others, particularly more knowledgeable
peers or instructors, facilitate cognitive development. Collaborative learning, discussions, and
group activities are common strategies in constructivist approaches.

4. Zone of Proximal Development (ZPD):Vygotsky introduced the concept of the Zone of

Proximal Development, which refers to the range of tasks that a learner cannot perform
independently but can achieve with the help of a more knowledgeable person. Educators are
encouraged to provide scaffolding – support and guidance – to help learners move through their
ZPD.

5. Authentic Assessment:Constructivist learning emphasizes authentic assessment methods that

gauge learners' ability to apply knowledge in real-world contexts. This contrasts with
traditional assessments that focus solely on memorization and recall.

6. Student-Centered Learning:In constructivism, the learner takes center stage, and the role of
the teacher shifts from being a "sage on the stage" to a "guide on the side." Teachers facilitate
learning experiences, encourage exploration, and provide support as needed.

7. Reflection:Constructivism encourages learners to reflect on their own thinking and learning

processes. Reflective practices, such as journaling or group discussions, help learners become
aware of their thought processes and enhance metacognition.

Constructivist approaches have been widely adopted in education and have influenced
curriculum design, instructional strategies, and assessment practices. Project-based learning,
problem-based learning, and inquiry-based learning are examples of instructional methods
aligned with constructivist principles. It's important to note that there are variations in the
interpretation and application of constructivism, leading to different subtypes such as social
constructivism and radical constructivism. Despite these variations, the core idea remains that
learning is an active, constructive process influenced by social and cognitive factors.

Documentation of GROUP 4 Presentation

Question and Answer GROUP 4

1. Question from Israyani Masyita
 Can you give another learning strategy from Bruner’s Theory?
Answered by Siti Nurfadhilah Gani
As for the previous explanations, Bruner stated that learning is a goal directed and
driven by curiosity. So, the important outcomes in learning activity not only about the concepts,
categories and procedure, but also the student’s ability to construct these things for their own
self. Therefore, Bruner derives three representational learning models. These three models
learning come with the implementations for each stage.
- Enactive: This model is a cognitive approach that emphasizes learning through physical
experiences and interaction with the environment. In terms of Language learning, enactive
mode could involve activity such as,
a. Role Playing Conversations. This activity participates in role- playing scenarios
where the students engage in English conversations. This experience helps them
apply language in practical situations.
b. Language Immersion Experience. This activity will provide several opportunities
for the students to engage in English speaking environment, whether through VR
experiences, language immersion programs, or interactions with the native
speakers.
- Iconic: This learning mode using visual representations or images like symbols and pictures
to convey messages or information. Therefore, the implementation of iconic mode involve,
a. Using Visual Aids. The visual aids can be charts, graphs, and diagram to illustrate
vocabularies, grammar, or language structures.
b. Flashcards Images. Using image card to associating with English words, help
learners to remember and understands the meanings more effectively.
c. Video Clip and Multimedia. Using video clips, animations, or multimedia, engage
learners visually and exposes them to authentic language in different situations.
- Symbolic : This mode expressing concepts through symbols such as using letters for
language, numbers for mathematic, or icons for converting information. In terms of
language learning, implementing symbolic mode includes,
a. Grammar Notations. In grammar, using symbols like ‘+’ for conjunctions or arrows
to represent relationship between words in a sentence.
b. Phonetic Symbols. In comporting symbols such as ᴂ for the ‘a ‘sound in ‘cat’. This
helps learners accurately pronounce words and understand the phonetics
representation.
c. Language Symbols in Text. Utilizing punctuation marks, capitalization, or other
elements in written text to convey meaning and grammatical structure.
2. Question from Rahmi
 Can you explain more about the example of Trivial Activity, Social Activity, and Critical
Activity?
Answered by Arya Priyangga Sumardi and Mariana
- Example in Trivial Constructivism
In applying trivial constructivism theory in the classroom, teachers can provide
assignments that encourage students to actively seek understanding through direct experience,
group discussions, or independent exploration. Teachers can ask open-ended questions and
facilitate dialogue between students to stimulate their own knowledge construction. For
example, a child may think that a plant gets its nourishment from the ground through its roots.
Classroom experiments however, will show that the plant makes its food in its leaves through
photosynthesis. It indicates that in this case there is a cognitive development by the child where
he developing his knowledge about plants by did an experiment and got experience by the
teacher.
- Example in Social Constructivism
In applying social constructivism theory in the classroom, teachers can organize
collaborative projects in which students work together to understand concepts or complete
complex tasks. For example, teachers can provide group research projects that allow students
to build knowledge together, share ideas, and create shared understanding. Group discussions
and shared reflection can also be used to stimulate collaborative learning.
- Example in Critical Constructivism
In applying critical constructivism theory in the classroom, teachers can emphasize
developing students' critical and analytical thinking skills. For example, teachers could
determine a controversial topic and ask students to construct their own arguments based on their
research. Class discussions can be facilitated to encourage students to question their own and
others' points of view. The goal is to help students understand critical concepts in depth and
develop a reflective attitude towards information.
3. Question by : Asmah Dien Amaliah
Among the three theories that have been described, which one is suitable to be applied in
Indonesia?
Answer by khairunnisa
It is Constructivism theory. Constructivism is the theory that says learners construct
knowledge rather than just passively take in information. As people experience the world and
reflect upon those experiences, they build their own representations and incorporate new
information into their pre-existing knowledge.
Then, In constructivist classrooms, the teacher has a role to create a collaborative
environment where students are actively involved in their own learning. Teachers are more
facilitators of learning than actual instructors. Teachers must work to understand the preexisting
conceptions and understanding of students, then work to incorporate knowledge within those
areas. Teachers will also need to adjust their teaching to match the learner’s level of
understanding. The theory of constructivism has quite a lot in common with the curriculum
that is currently being applied to the education system in Indonesia. Which is where the
Merdeka Belajar curriculum is an innovation in Indonesian education that aims to develop
students' learning potential and interests. This curriculum gives students freedom in choosing
their learning interests, reduces academic load, and encourages teacher creativity.
 GROUP 5 PARAPHRASE : SOCIAL LEARNING

MEMBERS :
 MEGA SYAFITRI
 RAMADHAN
 HIKMA
 YUNIARSIH AZIZAH

Key ideas

+ Learning does not occur in separation; it is socially constructed.

+ Learning has both sociological and psychological implications.

+ Society regulates social life through educate and systems.

+ According to Durkheim the business of education is to form children in

understanding with societal needs.

+ Learning is a process of socialization interceded through participation of

various groups.

+ Education reproduces class and structural disparities in society (Bandura).

+ Intra- and inter-group forms are important in shaping person personality.

+ There's a dynamic relationship between individual self-esteem, the social

environment and the learner's action.

+ There's a pressure between structure (the degree to which societal structures

shapes individuals) and office (the degree to which individuals determine

their own destiny).

For behaviourists, learning may be a conditioned individual reaction to stimuli; for cognitivists,
it is the individual application of mental processes; for constructivists, it revolves around the
construction of meaning. For social learning theorists however, learning is the item of shared
experiences in a extend of social settings. This chapter diagrams some viewpoints of social
learning. Drawing on the work of Durkheim and his successors, it explores learning as a process
of socialization and the way societal structures and lesson influence learning. The chapter also
appears how social processes are included in establishing learner self-esteem. It appears that
social impacts on individual psychology are not essentially in one direction; there is a energetic
and complementary relationship in which social environment, activity and individual interact.
It reminds the educator that learning is not just an individual activity; it is implanted within the
social fabric of society and both reflects and influences social processes. However, it also
invites reflection on the limitations of the educator's influence over learning. The teacher and
the classroom form only minor parts of the learner's world. There a pressure between structure
and organization both for the learner and the educator. The learner's own agency in engaging
in learning is constrained by class and social structures. Additionally, the teacher's own
organization in teaching is constrained by the educational system and an failure to change many
features of the learner's involvement. In any case, for many oppressed or socially disadvantaged
people, education is a major tool for combating oppression and disadvantage and offers an road
for progression and social progress.

Social learning theory, developed by Albert Bandura, emphasizes the importance of social
interactions in the learning process. This theory posits that individuals learn from observing
others, modeling their behavior, and imitating actions that are reinforced or rewarded. Social
learning theory incorporates cognitive processes, such as attention, memory, and motivation,
in understanding how people acquire new behaviors and skills.

Key components of social learning theory include:

1. Observational Learning: Social learning theory places a strong emphasis on observational

learning, where individuals acquire new behaviors by observing the actions of others. This
process involves paying attention to a model's behavior, retaining the observed information in
memory, and reproducing the behavior when appropriate.

2. Modeling: Models are individuals whose behavior serves as examples for others to imitate.
Models can be real people, characters in the media, or symbolic representations. The
effectiveness of modeling is influenced by factors such as the model's credibility, the
complexity of the behavior, and the consequences associated with the behavior.

3. Imitation: Imitation is a key mechanism in social learning. Individuals are more likely to
imitate behaviors they find rewarding or that lead to positive outcomes. The observed
consequences of a behavior, whether positive or negative, play a crucial role in shaping the
likelihood of imitation.
4. Vicarious Reinforcement:in social learning theory, reinforcement can be direct or vicarious.
Vicarious reinforcement occurs when individuals learn from the consequences experienced by
others. If a model is rewarded or punished for a behavior, observers may adjust their own
likelihood of performing that behavior based on the observed outcomes.

5.Reciprocal Determinism:Bandura introduced the concept of reciprocal determinism,

emphasizing the bidirectional relationship between individuals, their behavior, and the
environment. This interactive process means that individuals not only learn from their
environment but also actively influence it through their behaviors.

6.Self-Regulation:Social learning theory recognizes the role of self-regulation in learning.

Individuals monitor and control their own behavior, applying cognitive processes such as goal-
setting, self-evaluation, and self-reinforcement. This aspect distinguishes social learning theory
from more behaviorist perspectives.

Social learning theory has been influential in various fields, including education, psychology,
and communication. It has practical applications in areas such as classroom instruction,
behavioral therapy, and the design of persuasive communication campaigns.

Bandura's social cognitive theory, an extension of social learning theory, incorporates cognitive
processes such as self-efficacy, which refers to an individual's belief in their ability to
successfully perform a specific task or behavior. This addition further highlights the role of
cognitive factors in learning and behavior change.

Documentation of GROUP 5 PresentationQuestion and Answer GROUP 5

1. Question by : Rina Ritsna Gina
 Bagaimana cara kita memilih komunitas yang cocok dengan kita, termasuk cocok
dengan orang-orang didalamnya?

Answer :

 Yuniarsih Azizah : The answer is by do trial and error. Don't be afraid to go on

an adventure to find a community/circle/interest group that suits you. Neither
ourselves nor the community concerned will suffer any loss when we go in and
out of that community to find out whether we want and fit into that community
or not.
 Hikma : Studying the concept of community is important, because when we are
able to understand a community, we can indirectly see our own interest in a
particular community, as I explained previously regarding community forms
and their functions. We already know that each form of community has its own
activities and goals, therefore looking at the concepts discussed previously we
are able to see the opportunity for compatibility that will exist between
ourselves and a community, even though the community itself cannot guarantee
100% compatibility. towards its members, but the community is able to
influence the perspectives and behavior of its members. Therefore, a sense of
compatibility is something that is only felt by the members of the community
themselves. For example, when we have an interest in music, of course the
community we need is a community that is in line with our interests, where
community members have the same interests, community activities are of
course related to music.
 Mega Syafitri : I agree with what my group colleague Azizah said, that we can
try various organizations around us, for example if you are interested in the
Literacy community, then you can try several literacy organizations that are
available. For example, if you are not comfortable with the circle you are in,
you can look for another organization with the same interest, namely literacy.
We as group members must also be able to determine which circles are positive
for our development in an organization so that the knowledge and benefits of
the organization can truly be felt.
2. Question by : Ryan Andisky Asrul
Apa saran kelompok kalian dalam menemukan interest group yang berisi orang-
orang dengan minat yang sama?
 Answer :
 Hikma: My suggestion is, looking for information about a community that has
the same interests as us is not enough, but understanding the concept of
community as a whole is something we need to do, because this will make it
easier for us to socialize in the community, for example, when Brother Ryan has
a hobby of reading, then what What Brother Ryan has to do first is find a
community whose members have the same hobby, but this is not enough, of
course Brother Ryan needs to find more information about the community, for
example whether the goals of the community itself are in line with the goals that
Brother Ryan has.
 Yuniarsih Azizah: On social media, it is now very easy to get information about
interest groups/communities. Even if we type in the Google search column, a
list of communities will appear according to the field we are targeting.
 Siti Rezky Amaliah Mahmud: Bisa juga dengan meminta saran atau
rekomendasi dari teman/kerabat/orang sekitar tentang interest group yang kita
minati

3. Question by : Siti Nurfdhilah Gani

Bagaimana cara memberitahu orangtua bahwa membiarkan anaknya masuk
kedalam komunitas atau sekolah umum itu bukan hal yang buruk dan mengubah
paradigma orang tua dalam?
 Mega Syafitri: In order to promote the role of families as partners in education,
teachers should:
o Establish communication with families. Teachers should be able to build
the communications between school and family in order to make a strong-
relations between family and school
o Welcome and involve parents in school activities. In this context teacher
should be involve parents to dive and understand more about their-children
conditions especially about the task
o Explain educational terms to parents. In order to support more about the
children educations parents should be at least knowing and understanding
the educational terms of the children so that will help children more
comfortable with their educational process besides it is build parents
understanding about the public educations itself.
o Seek parental input and advice. In this context in Indonesia always do “rapat
wali murid” it seems to make a strong relation between parents and school
so, parents be able to share their opinion or other think in accordance with
their children teaching and learning process.
o Promote family learning. Which mean that parents should accompanied
their children to study, mother should be able to be the second teachers in
home.
o Provide training for parents to support their child's learning.
o Assign family-involved homework projects.
 GROUP 6 PARAPHRASE : CULTURAL LEARNING
MEMBERS :
 MILDA NINGSIH SAMIR
 NUR RAHMAH KURNIA SARI
 ASMAH DIEN AMALIAH

Key ideas

+ Human structures and meaning are culturally decided.

+ Culture is manifested in 'habitus' – the way things are done.

+ Culture decides the way we interpret the behaviour of others.

+ Cultures are different and contain many subcultures.

+ Language reveals and transmits culture.

+ Culture determines what is considered commendable of study.

+ No subject is absolutely 'culture free'.

+ Learning involves learning about and within a culture.

+ Formal education duplicates culture.

+ Educators' social perspectives influence how they view their part.

+ Educators' cultural perspectives influence their instructional method.

+ The classroom itself has a culture.

+ Students' cultural perspectives impact how they develop information.

+ Cultural background impacts cognitive fashion and motivation.

+ Students are enculturated through interactions with teachers and peers.

This chapter explores cultural issues in education and raises the consciousness of educators to
cultural differences in education and how it is showed in attitudes, A Direct FOR Teachers
behaviour, interpersonal relations and language. It contributes to a more extensive modern talk
about about separation in learning and how it can be achieved. It also offers some strategies for
multicultural classrooms and cautions educators to their possess culture and the way they may
force it. However, while cultural diversity should be recognized and celebrated, the reality of
multiple cultures in a classroom may mean that obliging one culture may be disrespectful to
another. There is also the opposite problem of cultural political rightness that attempts to avoid
any cultural references in classrooms so that history and values are reduced. One of the
capacities of school is to transmit the culture of the surrounding society; yet, as many societies
from Australia Canada have found, there's an inescapable tension between the transmission of
a culture and the accommodation of difference. In one sense the world is becoming more
homogenous culturally. Separation in education may give a means of protecting and celebrating
cultural character, history and traditions.

Cultural learning refers to the process through which individuals acquire and internalize the
values, beliefs, norms, customs, behaviors, and other elements of a specific culture. This form
of learning is deeply rooted in social interactions within a cultural context and involves both
explicit and implicit transmission of knowledge and practices from one generation to another.

Key aspects of cultural learning include:

1. Social Transmission: Cultural learning primarily occurs through social transmission, where
individuals acquire cultural knowledge and behaviors by interacting with others in their social
environment. This can take place within families, communities, educational institutions, and
through broader societal influences.

2. Observation and Imitation:Similar to social learning theory, cultural learning often involves
observation and imitation. Individuals learn by observing the behaviors and practices of others
within their cultural community, and they may imitate these actions to conform to cultural
expectations.

3. Language and Communication: Language is a fundamental tool for cultural transmission.

Through language, individuals learn not only the explicit rules and knowledge of their culture
but also the implicit aspects, such as social norms and values. Communication, both verbal and
non-verbal, plays a crucial role in conveying cultural information.

4. Enculturation: Enculturation is the process by which individuals learn and internalize the
cultural norms and values of their society. This often begins in childhood and continues
throughout one's life. Family, peers, schools, media, and other social institutions contribute to
the enculturation process.

5.Cultural Institutions: Formal and informal cultural institutions, such as religious

organizations, educational systems, and community groups, play a significant role in cultural
learning. These institutions often serve as key agents for the transmission of cultural knowledge
and practices.

6.Cultural Diversity:Cultural learning encompasses the diversity of human cultures worldwide.

Different cultures have unique ways of transmitting knowledge, and individuals may navigate
multiple cultural contexts, acquiring diverse cultural competencies.

7. Cultural Adaptation: Cultural learning is dynamic and involves the ability to adapt to changes
in the cultural environment. Individuals may learn to navigate and adapt to new cultural norms
and practices, especially in multicultural or globalized settings.

8.Intergenerational Transfer: Cultural learning involves the transfer of knowledge and practices
from one generation to the next. Elders often play a crucial role in passing down cultural
traditions, rituals, and wisdom to younger members of the community.

Cultural learning is a multifaceted process that shapes individuals' identities, perspectives, and
behaviors. It influences how people perceive the world, interact with others, and contribute to
the continuity or evolution of their cultural heritage. The study of cultural learning is
interdisciplinary, involving fields such as anthropology, sociology, psychology, and education.
Understanding cultural learning is essential for appreciating the richness and diversity of
human societies.

Documentation of GROUP 6 Presentation

Question and Answer GROUP 6

1. Question by : Mega Syafitri

What is the difference between cultural diversity and cross cultural
understanding?
 Answer by Milda Ningsih Samir

Cultural diversity refers to the existence of a variety of different cultures within a

society or community. It encompasses different cultural products, human traditions, and
the inclusion of various cultural perspectives in an organization or society. On the other
hand, cross-cultural understanding is the ability to recognize, appreciate, and adapt to
cultural differences between individuals or groups. It is a valuable skill for effective
communication, collaboration, and mutual respect in today's interconnected and diverse
world

In summary, cultural diversity focuses on the existence of different cultures, while

cross-cultural understanding emphasizes the ability to navigate and appreciate the
differences between these cultures. Both concepts are important in promoting
inclusivity, respect, and effective communication in a globalized society.

2. Question by : Hikma
What is the group's response regarding children in Indonesia who prefer to absorb
foreign culture rather than the culture of our own country?

Answer by Asmah Dien Amaliah

One of the reason is that the colonial education which has been embedded in many
nations. The colonial period taught that anything related to western culture is far
superior and it was the British empire who was most successful in implementing such
thoughts. Countries which had less British influences are far more self sufficient still
and enjoying their own form of pop cultures such as China.

We have learnt about western imperialism through the media and this time it was United
States from the Frankfurt School in the 70s. You can study on Frankfurt school and
check what they are saying about homogenizing culture and making people believe that
this is the only and true culture to experience.

The other simple truth is accessibility. Western culture consists of popular songs, lyrics
and story lines in the movies. Popular culture or pop culture is about the happenings of
the ordinary lives, often universally true. Hence they are easier to access and feel
despite of cultural differences. Western media is far more democratic hence western
pop culture can talk about things Easterners would get arrested for still.
 English language is the main form of communication in the world. French, Arabic,
Spanish, Italian, Hindi, Urdu come later. Again due to the global colonial history more
people have access to pop culture expressed in English language. It is also popularly
agreed that one can express the most difficult truth or emotions in the most simplistic
way in English language hence it is a desirable form of communication.

3. Question by : Ramadhan
Why are foreigners (westerners) more sensitive to cultural differences?

Answer by Nur Rahmah Kurnia Sari:

One reason could be the historical dominance of Western cultures in global affairs,
which often leads to greater scrutiny and awareness of cultural differences.
Additionally, Western societies often prioritize discussions around diversity,
multiculturalism, and cultural sensitivity, leading to a heightened awareness and
sensitivity to cultural issues. Conversely, in some cases, indigenous cultures might have
faced suppression or marginalization, impacting the visibility or perceived sensitivity
towards their cultures. It's essential to approach these differences with respect and
understanding
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