POLA IMPLEMENTASI TEORI KONSTRUKTIVISME PADA PEMBELAJARAN TATAP MUKA TERBATAS DI SEKOLAH DASAR

Taman Cendekia: Jurnal Pendidikan Ke-SD-an Pub Date : 2021-12-29 DOI:10.30738/tc.v5i2.11472

Beti Istanti Suwandayani, Kuncahyono, Ade Ika Anggraini

{"title":"POLA IMPLEMENTASI TEORI KONSTRUKTIVISME PADA PEMBELAJARAN TATAP MUKA TERBATAS DI SEKOLAH DASAR","authors":"Beti Istanti Suwandayani, Kuncahyono, Ade Ika Anggraini","doi":"10.30738/tc.v5i2.11472","DOIUrl":null,"url":null,"abstract":"This study aimed to examine the implementation pattern of the constructivist theory in limited face-to-face learning (PTMT). The method used was descriptive qualitative with the subject of teachers in the Malang City area. Data was collected by using a survey distributed online through Google Forms. The results showed that the implementation pattern ofconstructivist theory in limited face-to-face learning (PTMT) was carried out through 5 (five) base of learning implementation, namely the application of problem-based learning, the application of project-based learning, the use of digital-based teaching materials and media, the application of psychosocial learning and contextuallearning. Teachers carried out limited face-to-face learning by applying constructivist theory massively and gradually, starting from planning, the process of learning activities, and learning evaluation. In addition to the use of media and 5M learning models in this study, the application of constructivist theory in PTMT learning aimed to help students become more active and teachers as moderators be more innovative. Learning process carried out at the elementary school level was only 50 percent attendance at the maximum. The implementation of student-centered learning showed 45% was very good, 50% was good, 2.5% was good, 2.5% was not good. The results showed that the inhibiting factor for student-centered implementation was the limited duration of time in learning. On the other hand, there were also restrictions on interactions carried out in the classroom so that teachers experienced a decline in exploring the learning process.\nKeywords: constructivism theory. limited face-to-face learning, elementary school.\nReferences:\nAdiyono, A. 2021. Implementasi Pembelajaran: Peluang dan Tantangan Pembelajaran Tatap Muka Bagi Siswa Sekolah Dasar di Muara Komam. Edukatif: Jurnal Ilmu Pendidikan, 3(6), 5017–5023.\nAl Hakim, R.T.Y. 2021. Pembelajaran Online di Tengah Pandemi Covid-19, Tantangan yang Mendewasakan. Pembelajaran Online Di Tengah Pandemi Covid-19, Tantangan Yang Mendewasakan (Antologi Esai Mahasiswa Pendidikan Bahasa Inggris), 1.\nAlawamleh, M., Al-Twait, L.M., & Al-Saht, G. R. 2020. The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies. https://doi.org/10.1108/AEDS-06-2020-0131\nAnam, C. 2021. Analisis Kesiapan Pendidikan Vokasi Dalam Menyongsong Pembelajaran Tatap Muka Di Masa Pandemi Covid 19 (Studi Kasus di LP3I Malang). Jurnal Vokasi, 5(2), 112–118.\nAnanda, R., Fadhilaturrahmi, F., & Hanafi, I. 2021. Dampak Pandemi Covid-19 terhadap Pembelajaran Tematik di Sekolah Dasar. Jurnal Basicedu, 5(3), 1689–1694.\nBarnová, S. 2020. The impact of Covid-19 pandemics on schools – challenges and new opportunities for a woman-owned organization. Journal Women’s Entrepreneurship and Education, 2020(3), 41–58. https://doi.org/10.28934/jwee20.34.pp41-58\nChalkiadaki, A. 2018. A Systematic Literature Review of 21 st Century Skills and Competencies in Primary Education. International Journal of Instruction, 11(3), 1–16.\nChaturvedi, K., Vishwakarma, D.K., & Singh, N. 2021. COVID-19 and its impact on education, social life and mental health of students: A survey. Children and Youth Services Review, 121(July 2020), 105866. https://doi.org/10.1016/j.childyouth.2020.105866\nDewi, L., & Fauziati, E. 2021. Pembelajaran Tematik di Sekolah Dasar dalam Pandangan Teori Konstruktivisme Vygotsky. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 3(2), 163–174.\nDewi, W.A.F. 2020. Dampak COVID-19 terhadap Implementasi Pembelajaran Daring di Sekolah Dasar. Edukatif : Jurnal Ilmu Pendidikan, 2(1), 55–61. https://doi.org/10.31004/edukatif.v2i1.89\nDonthu, N., & Gustafsson, A. 2020. Effects of COVID-19 on business and research. Elsevier.\nEsterwood, E., & Saeed, S.A. 2020. Past Epidemics, Natural Disasters, Covid19, and Mental Health: Learning from History as we Deal with the Present and Prepare for the Future. Psychiatric Quarterly, 91(4), 1121–1133. https://doi.org/10.1007/s11126-020-09808-4\nFernandes, R., Ananda, A., Montessori, M., Firman, F., Putra, E. V., Naldi, H., & Fitriani, E. 2021. Adaptasi Dosen Digital Immigrant Terhadap Pelaksanaan Pembelajaran pada Masa Pandemi Covid-19. Jurnal Socius: Journal of Sociology Research and Education, 8(1), 59–72.\nFitri, M. 2020. Pengaruh Emergency Remote Learning Untuk Melihat Motivasi Belajar Anak Usia Dini. Child Education Journal, 2(2), 68–82.\nGhosh, R. 2020. Impact of Covid-19 on children: Special focus on the psychosocial aspect. In Minerva Pediatrica (Vol. 72, Issue 3, pp. 226–235). https://doi.org/10.23736/S0026-4946.20.05887-9\nGleason, N.W. 2018. Higher Education in the Era of the Fourth Industrial Revolution. In Higher Education in the Era of the Fourth Industrial Revolution. https://doi.org/10.1007/978-981-13-0194-0\nGusty, S., Nurmiati, N., Muliana, M., Sulaiman, O. K., Ginantra, N. L. W. S. R., Manuhutu, M. A., Sudarso, A., Leuwol, N. V., Apriza, A., & Sahabuddin, A. A. (2020). Belajar Mandiri: Pembelajaran Daring di Tengah Pandemi Covid-19. Yayasan Kita Menulis.\nHusna, M., & Sugito, S. 2021. Eksplorasi Penerapan Pembelajaran Tatap Muka Terbatas pada Jenjang PAUD di Masa Kebiasaan Baru. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(3), 1846–1858.\nKhan, A. 2017. Active learning: Engaging students to maximize learning in an online course. Electronic Journal of E-Learning, 15(2), 107–115.\nKhattar, A., Jain, P.R., & Quadri, S.M.K. 2020. Effects of the Disastrous Pandemic Covid 19 on Learning Styles, Activities and Mental Health of Young Indian Students-A Machine Learning Approach. Proceedings of the International Conference on Intelligent Computing and Control Systems, ICICCS 2020, Iciccs, 1190–1195. https://doi.org/10.1109/ICICCS48265.2020.9120955\nKuo, Y. C., Walker, A.E., Schroder, K.E.E., & Belland, B. R. 2014. Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001\nLai, A.Y. kwan, Lee, L., Wang, M.P., Feng, Y., Lai, T.T. kwan, Ho, L. M., Lam, V. S. fun, Ip, M. S. man, & Lam, T. H. 2020. Mental Health Impacts of the Covid-19 Pandemic on International University Students, Related Stressors, and Coping Strategies. Frontiers in Psychiatry, 11(November). https://doi.org/10.3389/fpsyt.2020.584240\nLamb, J., & Lamb, W.A. 1975. Parent Education and Elementary Counseling.\nLase, D., Ndraha, A., & Harefa, G.G. 2020. Persepsi Orangtua Siswa Sekolah Dasar di Kota Gunungsitoli Terhadap Kebijakan Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19. SUNDERMANN: Jurnal Ilmiah Teologi, Pendidikan, Sains, Humaniora Dan Kebudayaan, 13(2), 85–98.\nLyu, K. 2020. The implementation and effectiveness of intergenerational learning during the Covid-19 pandemic: Evidence from China. International Review of Education, 66(5), 833–855. https://doi.org/10.1007/s11159-020-09877-4\nMcEachin, A., & Atteberry, A. 2016. The Impact of Summer Learning Loss on Measures of School Performance. The Impact of Summer Learning Loss on Measures of School Performance. https://doi.org/10.7249/wr1149\nMiles, M.B., & Huberman, A.M. 1994. Qualitative data analysis: An expanded sourcebook. sage.\nMohammadyari, S. 2015. Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers and Education, 82, 11–25. https://doi.org/10.1016/j.compedu.2014.10.025\nNam, C. 2017. The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interactive Learning Environments, 25(3), 412–427. https://doi.org/10.1080/10494820.2015.1135173\nNissa, S.F., & Haryanto, A. 2020. Implementasi Pembelajaran Tatap Muka Di Masa Pandemi Covid-19. Jurnal IKA PGSD (Ikatan Alumni PGSD) UNARS, 8(2), 402–409.\nNuraini, H. 2021. Perjalanan Menuju Kebermaknaan Hidup Bersama PandemI.\nNurkhasanah, E. 2020. Menyoal Pandemi Global Pada Pergeseran Pembelajaran Klasikal. Minda Guru Indonesia: Guru Dan Pembelajaran Inovatif Di Masa Pandemi Covid-19, 39.\nOkada, A. 2019. e-Authentication for online assessment: A mixed-method study. British Journal of Educational Technology, 50(2), 861–875. https://doi.org/10.1111/bjet.12608\nPane, A., & Dasopang, M.D. 2017. Belajar dan pembelajaran. Fitrah: Jurnal Kajian Ilmu-Ilmu Keislaman, 3(2), 333–352.\nPuncreobutr, V. 2016. Education 4.0: New challenge of learning. St. Theresa Journal of Humanities and Social Sciences, 2(2).\nRahayu, G. D. S. 2020. Analysis of elementary school students’ mathematical resilience during learning during the COVID 19 Pandemic. In Journal of Physics: Conference Series (Vol. 1657, Issue 1). https://doi.org/10.1088/1742-6596/1657/1/012001\nRangkuti, A.N. 2014. Konstruktivisme dan Pembelajaran Matematika. Darul Ilmi: Jurnal Ilmu Kependidikan Dan Keislaman, 2(2).\nRasmitadila. 2020. The perceptions of primary school teachers of online learning during the Covid-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388\nRoche, M. 2016. PBL trigger design by medical students: An effective active learning strategy outside the classroom. Journal of Clinical and Diagnostic Research, 10(12). https://doi.org/10.7860/JCDR/2016/21813.9015\nRozzaqyah, F. 2020. Urgensi Konseling Krisis dalam Menghadapi Pandemi Covid-19 Di Indonesia. Prosiding Seminar Bimbingan Dan Konseling, 136–143.\nSanjaya, R. 2020. 21 Refleksi Pembelajaran Daring di Masa Darurat. SCU Knowledge Media.\nSiahaan, M. 2020. Dampak pandemi Covid-19 terhadap dunia pendidikan. Dampak Pandemi Covid-19 Terhadap Dunia Pendidikan, 20(2).\nSimanjuntak, M.F., & Sudibjo, N. 2019. Meningkatkan Keterampilan Berpikir Kritis Dan Kemampuan Memecahkan Masalah Siswa Melalui Pembelajaran Berbasis Masalah [Improving Students’ Critical Thinking Skills and Problem Solving Abilities Through ","PeriodicalId":354269,"journal":{"name":"Taman Cendekia: Jurnal Pendidikan Ke-SD-an","volume":"80 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Taman Cendekia: Jurnal Pendidikan Ke-SD-an","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.30738/tc.v5i2.11472","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 1

Abstract

This study aimed to examine the implementation pattern of the constructivist theory in limited face-to-face learning (PTMT). The method used was descriptive qualitative with the subject of teachers in the Malang City area. Data was collected by using a survey distributed online through Google Forms. The results showed that the implementation pattern ofconstructivist theory in limited face-to-face learning (PTMT) was carried out through 5 (five) base of learning implementation, namely the application of problem-based learning, the application of project-based learning, the use of digital-based teaching materials and media, the application of psychosocial learning and contextuallearning. Teachers carried out limited face-to-face learning by applying constructivist theory massively and gradually, starting from planning, the process of learning activities, and learning evaluation. In addition to the use of media and 5M learning models in this study, the application of constructivist theory in PTMT learning aimed to help students become more active and teachers as moderators be more innovative. Learning process carried out at the elementary school level was only 50 percent attendance at the maximum. The implementation of student-centered learning showed 45% was very good, 50% was good, 2.5% was good, 2.5% was not good. The results showed that the inhibiting factor for student-centered implementation was the limited duration of time in learning. On the other hand, there were also restrictions on interactions carried out in the classroom so that teachers experienced a decline in exploring the learning process. Keywords: constructivism theory. limited face-to-face learning, elementary school. References: Adiyono, A. 2021. Implementasi Pembelajaran: Peluang dan Tantangan Pembelajaran Tatap Muka Bagi Siswa Sekolah Dasar di Muara Komam. Edukatif: Jurnal Ilmu Pendidikan, 3(6), 5017–5023. Al Hakim, R.T.Y. 2021. Pembelajaran Online di Tengah Pandemi Covid-19, Tantangan yang Mendewasakan. Pembelajaran Online Di Tengah Pandemi Covid-19, Tantangan Yang Mendewasakan (Antologi Esai Mahasiswa Pendidikan Bahasa Inggris), 1. Alawamleh, M., Al-Twait, L.M., & Al-Saht, G. R. 2020. The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies. https://doi.org/10.1108/AEDS-06-2020-0131 Anam, C. 2021. Analisis Kesiapan Pendidikan Vokasi Dalam Menyongsong Pembelajaran Tatap Muka Di Masa Pandemi Covid 19 (Studi Kasus di LP3I Malang). Jurnal Vokasi, 5(2), 112–118. Ananda, R., Fadhilaturrahmi, F., & Hanafi, I. 2021. Dampak Pandemi Covid-19 terhadap Pembelajaran Tematik di Sekolah Dasar. Jurnal Basicedu, 5(3), 1689–1694. Barnová, S. 2020. The impact of Covid-19 pandemics on schools – challenges and new opportunities for a woman-owned organization. Journal Women’s Entrepreneurship and Education, 2020(3), 41–58. https://doi.org/10.28934/jwee20.34.pp41-58 Chalkiadaki, A. 2018. A Systematic Literature Review of 21 st Century Skills and Competencies in Primary Education. International Journal of Instruction, 11(3), 1–16. Chaturvedi, K., Vishwakarma, D.K., & Singh, N. 2021. COVID-19 and its impact on education, social life and mental health of students: A survey. Children and Youth Services Review, 121(July 2020), 105866. https://doi.org/10.1016/j.childyouth.2020.105866 Dewi, L., & Fauziati, E. 2021. Pembelajaran Tematik di Sekolah Dasar dalam Pandangan Teori Konstruktivisme Vygotsky. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 3(2), 163–174. Dewi, W.A.F. 2020. Dampak COVID-19 terhadap Implementasi Pembelajaran Daring di Sekolah Dasar. Edukatif : Jurnal Ilmu Pendidikan, 2(1), 55–61. https://doi.org/10.31004/edukatif.v2i1.89 Donthu, N., & Gustafsson, A. 2020. Effects of COVID-19 on business and research. Elsevier. Esterwood, E., & Saeed, S.A. 2020. Past Epidemics, Natural Disasters, Covid19, and Mental Health: Learning from History as we Deal with the Present and Prepare for the Future. Psychiatric Quarterly, 91(4), 1121–1133. https://doi.org/10.1007/s11126-020-09808-4 Fernandes, R., Ananda, A., Montessori, M., Firman, F., Putra, E. V., Naldi, H., & Fitriani, E. 2021. Adaptasi Dosen Digital Immigrant Terhadap Pelaksanaan Pembelajaran pada Masa Pandemi Covid-19. Jurnal Socius: Journal of Sociology Research and Education, 8(1), 59–72. Fitri, M. 2020. Pengaruh Emergency Remote Learning Untuk Melihat Motivasi Belajar Anak Usia Dini. Child Education Journal, 2(2), 68–82. Ghosh, R. 2020. Impact of Covid-19 on children: Special focus on the psychosocial aspect. In Minerva Pediatrica (Vol. 72, Issue 3, pp. 226–235). https://doi.org/10.23736/S0026-4946.20.05887-9 Gleason, N.W. 2018. Higher Education in the Era of the Fourth Industrial Revolution. In Higher Education in the Era of the Fourth Industrial Revolution. https://doi.org/10.1007/978-981-13-0194-0 Gusty, S., Nurmiati, N., Muliana, M., Sulaiman, O. K., Ginantra, N. L. W. S. R., Manuhutu, M. A., Sudarso, A., Leuwol, N. V., Apriza, A., & Sahabuddin, A. A. (2020). Belajar Mandiri: Pembelajaran Daring di Tengah Pandemi Covid-19. Yayasan Kita Menulis. Husna, M., & Sugito, S. 2021. Eksplorasi Penerapan Pembelajaran Tatap Muka Terbatas pada Jenjang PAUD di Masa Kebiasaan Baru. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(3), 1846–1858. Khan, A. 2017. Active learning: Engaging students to maximize learning in an online course. Electronic Journal of E-Learning, 15(2), 107–115. Khattar, A., Jain, P.R., & Quadri, S.M.K. 2020. Effects of the Disastrous Pandemic Covid 19 on Learning Styles, Activities and Mental Health of Young Indian Students-A Machine Learning Approach. Proceedings of the International Conference on Intelligent Computing and Control Systems, ICICCS 2020, Iciccs, 1190–1195. https://doi.org/10.1109/ICICCS48265.2020.9120955 Kuo, Y. C., Walker, A.E., Schroder, K.E.E., & Belland, B. R. 2014. Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35–50. https://doi.org/10.1016/j.iheduc.2013.10.001 Lai, A.Y. kwan, Lee, L., Wang, M.P., Feng, Y., Lai, T.T. kwan, Ho, L. M., Lam, V. S. fun, Ip, M. S. man, & Lam, T. H. 2020. Mental Health Impacts of the Covid-19 Pandemic on International University Students, Related Stressors, and Coping Strategies. Frontiers in Psychiatry, 11(November). https://doi.org/10.3389/fpsyt.2020.584240 Lamb, J., & Lamb, W.A. 1975. Parent Education and Elementary Counseling. Lase, D., Ndraha, A., & Harefa, G.G. 2020. Persepsi Orangtua Siswa Sekolah Dasar di Kota Gunungsitoli Terhadap Kebijakan Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19. SUNDERMANN: Jurnal Ilmiah Teologi, Pendidikan, Sains, Humaniora Dan Kebudayaan, 13(2), 85–98. Lyu, K. 2020. The implementation and effectiveness of intergenerational learning during the Covid-19 pandemic: Evidence from China. International Review of Education, 66(5), 833–855. https://doi.org/10.1007/s11159-020-09877-4 McEachin, A., & Atteberry, A. 2016. The Impact of Summer Learning Loss on Measures of School Performance. The Impact of Summer Learning Loss on Measures of School Performance. https://doi.org/10.7249/wr1149 Miles, M.B., & Huberman, A.M. 1994. Qualitative data analysis: An expanded sourcebook. sage. Mohammadyari, S. 2015. Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers and Education, 82, 11–25. https://doi.org/10.1016/j.compedu.2014.10.025 Nam, C. 2017. The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interactive Learning Environments, 25(3), 412–427. https://doi.org/10.1080/10494820.2015.1135173 Nissa, S.F., & Haryanto, A. 2020. Implementasi Pembelajaran Tatap Muka Di Masa Pandemi Covid-19. Jurnal IKA PGSD (Ikatan Alumni PGSD) UNARS, 8(2), 402–409. Nuraini, H. 2021. Perjalanan Menuju Kebermaknaan Hidup Bersama PandemI. Nurkhasanah, E. 2020. Menyoal Pandemi Global Pada Pergeseran Pembelajaran Klasikal. Minda Guru Indonesia: Guru Dan Pembelajaran Inovatif Di Masa Pandemi Covid-19, 39. Okada, A. 2019. e-Authentication for online assessment: A mixed-method study. British Journal of Educational Technology, 50(2), 861–875. https://doi.org/10.1111/bjet.12608 Pane, A., & Dasopang, M.D. 2017. Belajar dan pembelajaran. Fitrah: Jurnal Kajian Ilmu-Ilmu Keislaman, 3(2), 333–352. Puncreobutr, V. 2016. Education 4.0: New challenge of learning. St. Theresa Journal of Humanities and Social Sciences, 2(2). Rahayu, G. D. S. 2020. Analysis of elementary school students’ mathematical resilience during learning during the COVID 19 Pandemic. In Journal of Physics: Conference Series (Vol. 1657, Issue 1). https://doi.org/10.1088/1742-6596/1657/1/012001 Rangkuti, A.N. 2014. Konstruktivisme dan Pembelajaran Matematika. Darul Ilmi: Jurnal Ilmu Kependidikan Dan Keislaman, 2(2). Rasmitadila. 2020. The perceptions of primary school teachers of online learning during the Covid-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388 Roche, M. 2016. PBL trigger design by medical students: An effective active learning strategy outside the classroom. Journal of Clinical and Diagnostic Research, 10(12). https://doi.org/10.7860/JCDR/2016/21813.9015 Rozzaqyah, F. 2020. Urgensi Konseling Krisis dalam Menghadapi Pandemi Covid-19 Di Indonesia. Prosiding Seminar Bimbingan Dan Konseling, 136–143. Sanjaya, R. 2020. 21 Refleksi Pembelajaran Daring di Masa Darurat. SCU Knowledge Media. Siahaan, M. 2020. Dampak pandemi Covid-19 terhadap dunia pendidikan. Dampak Pandemi Covid-19 Terhadap Dunia Pendidikan, 20(2). Simanjuntak, M.F., & Sudibjo, N. 2019. Meningkatkan Keterampilan Berpikir Kritis Dan Kemampuan Memecahkan Masalah Siswa Melalui Pembelajaran Berbasis Masalah [Improving Students’ Critical Thinking Skills and Problem Solving Abilities Through

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在小学里，面对面学习的构建理论的实践模式是有限的

本研究旨在探讨建构主义理论在有限面对面学习中的实施模式。采用描述性定性方法，以玛琅市地区教师为研究对象。数据是通过谷歌Forms在线分发的调查收集的。结果表明，建构主义理论在有限面对面学习(PTMT)中的实施模式是通过5个学习实施基础来实施的，即基于问题的学习应用、基于项目的学习应用、基于数字的教材和媒体的使用、社会心理学习的应用和情境学习。教师从计划、学习活动的过程、学习评价等方面开始，大规模地、逐步地运用建构主义理论进行有限的面对面学习。本研究除了使用媒体和5M学习模式外，建构主义理论在PTMT学习中的应用旨在帮助学生变得更积极，教师作为调节者更具创新性。在小学阶段进行的学习过程最多只有50%的出勤率。以学生为中心的学习的实施情况显示，45%的学生非常好，50%的学生很好，2.5%的学生很好，2.5%的学生不太好。结果表明，以学生为中心的实施的阻碍因素是有限的学习时间。另一方面，课堂上的互动也受到限制，教师对学习过程的探索有所下降。关键词:建构主义理论;有限的面对面学习，小学。参考文献:Adiyono, A. 2021。penbelajaran: Peluang dan Tantangan penbelajaran Tatap Muka Bagi Siswa Sekolah Dasar di Muara Komam。[j]中国生物医学工程学报，30(6)，5017-5023。Al Hakim, R.T.Y. 2021。ppenbelajaran Online di Tengah, Tantangan yang Mendewasakan。1.《新冠肺炎大流行》，中华人民共和国《中华人民共和国文言》。Alawamleh, M.， Al-Twait, l.m.， Al-Saht, G. R. 2020。新冠肺炎疫情期间在线学习对师生沟通的影响亚洲教育与发展研究。https://doi.org/10.1108/AEDS-06-2020-0131Anam, C. 2021。马兰市新冠肺炎疫情研究中心(研究中心)植物学报，5(2)，112-118。Ananda, R.， Fadhilaturrahmi, F.， and Hanafi, I. 2021。邓巴新冠肺炎疫情基础学报，5(3)，1689-1694。巴诺瓦<e:1>， S. 2020。2019冠状病毒病大流行对学校的影响——女性所有组织面临的挑战和新机遇。女性创业与教育，2020(3)，41-58。https://doi.org/10.28934/jwee20.34.pp41-58Chalkiadaki, A. 2018。21世纪小学教育技能与胜任力的系统文献综述。国际教学学报，11(3)，1-16。Chaturvedi, K.， Vishwakarma, d.k.和Singh, N. 2021。新冠肺炎疫情及其对学生教育、社会生活和心理健康的影响儿童与青少年服务评论，121(2020年7月)，105866。https://doi.org/10.1016/j.childyouth.2020.105866Dewi, L.， & Fauziati, E. 2021。Pembelajaran Tematik di Sekolah Dasar dalam Pandangan Teori Konstruktivisme Vygotsky。[j] .中国科学:自然科学与技术，30(2)，393 - 394。Dewi, W.A.F. 2020。丹帕克2019冠状病毒病应急计划执行主任彭贝兰·迪·塞科拉·达萨尔。Edukatif :医学学报，2(1)，55-61。https://doi.org/10.31004/edukatif.v2i1.89Donthu, N.， & Gustafsson, A. 2020。COVID-19对商业和研究的影响。爱思唯尔。Esterwood, E， & Saeed, S.A. 2020。过去的流行病、自然灾害、covid - 19和心理健康:在我们应对当前和为未来做准备的过程中吸取历史教训。精神病学杂志，91(4)，1121-1133。https://doi.org/10.1007/s11126-020-09808-4Fernandes, R.， Ananda, A.， Montessori, M.， Firman, F.， Putra, e.v.， Naldi, H.， & Fitriani, E. 2021。数字移民Terhadap Pelaksanaan Pembelajaran pada Masa Covid-19大流行。社会学报:社会学研究与教育，8(1)，59-72。菲特里，2020。Pengaruh紧急远程学习机构Melihat Motivasi Belajar Anak Usia Dini儿童教育学报，2(2)，68-82。高希，R. 2020。Covid-19对儿童的影响:特别关注心理社会方面。在密涅瓦儿科(72卷，第3期，第226-235页)。https://doi.org/10.23736/S0026-4946.20.05887-9Gleason, N.W. 2018。第四次工业革命时代的高等教育。第四次工业革命时代的高等教育。https://doi.org/10.1007/978-981-13-0194-0Gusty, S.， Nurmiati, N.， Muliana, M.， Sulaiman, O. K.， Ginantra, n.l.w.s. R.， Manuhutu, m.a.， Sudarso, A.， Leuwol, n.v.。

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Taman Cendekia: Jurnal Pendidikan Ke-SD-an

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