Konstruktivisme Sebagai Paradigma Baru dalam Manajemen Pembelajaran di Era Transformasi Pendidikan

Abstract

This study aims to analyze the application of constructivist theory as a new paradigm in learning management, identify the role of technology in supporting adaptive learning, and formulate strategies for developing learning approaches relevant to the demands of 21st-century education. The research method used is library research with a qualitative descriptive approach. Data were collected through a review and analysis of various sources such as books, scientific journals, and recent research articles related to constructivism and learning management. Data analysis followed the Miles and Huberman model, which includes three main stages: data reduction, data display, and conclusion drawing. The results indicate that constructivist theory has transformed the learning paradigm from teacher-centered to student-centered learning. Teachers act as facilitators who guide students in constructing their own knowledge through experience, exploration, and reflection. The integration of technology such as Learning management systems (LMS) and Augmented reality (AR) strengthens adaptive learning, enhances student engagement, and deepens conceptual understanding. Furthermore, the implementation of constructivism contributes to the development of 21st-century skills such as critical thinking, creativity, collaboration, and learner autonomy. Therefore, constructivism can serve as a strategic foundation for managing learning that is innovative, humanistic, and aligned with the dynamics of global education today.