The Effect of the Constructivist Approach on Students' Cognitive Physics Learning Outcomes: A Mini Review

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Ardini Ainnur Ridha, Dyah Wahyu Oktaberliana, Afifa Candra Ardhia Pramesti, Dewanto Harjunowibowo


Background: With the development of the times, the education system has also changed. Teacher-centred learning is no longer used because it makes "meaningless learning" for students. This "meaningless learning" impacts student learning outcomes, especially in the cognitive domain. Teachers must have the skills to design learning using an approach, and it is taught in pedagogy.

Objectives: In this article, a literature review focuses on the effect of the constructivist approach on students' cognitive Physics learning outcomes.

Methods: This article compares several pedagogical approaches in general, and then draws on research in Indonesia and Physics. The advantages and disadvantages of the constructivist approach are also explained, as well as how to overcome its weaknesses.

Results: Applying a constructivist approach to the cognitive Physics learning outcomes of students, students' cognitive learning outcomes (including Physics) can be enhanced.

Conclusions: It turns out that there is a relationship between the constructivist's approaches to Physics.

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