Constructivist Learning and Its Relationship with Self-Regulated Learning and Problem-Solving Skills among Adult Learners: pembelajaran konstruktivis, pembelajaran mandiri, keterampilan pemecahan masalah, pembelajar dewasa

Savira Widya Puspitasari; Tri ‘Ulya Qodriyati; Untung; Fauzan Hidayatullah

doi:10.58737/jpled.v6i3.1205

Authors

Savira Widya Puspitasari Universitas Negeri Makassar
Tri ‘Ulya Qodriyati Universitas Negeri Surabaya
Untung Universitas Negeri Makassar
Fauzan Hidayatullah Universitas Negeri Makassar

DOI:

https://doi.org/10.58737/jpled.v6i3.1205

Keywords:

constructivist learning, self-regulated learning, problem-solving skills, adult learners

Abstract

Adult learners require learning approaches that acknowledge their experiences, autonomy, and real-life problem contexts. Constructivist learning has been widely recognized as an instructional approach that supports meaningful learning through active engagement and knowledge construction. This article aims to examine the relationship between constructivist learning, self-regulated learning, and problem-solving skills among adult learners. Using a qualitative conceptual approach supported by recent empirical studies, this paper explains how constructivist learning environments foster self-regulated learning processes, which in turn enhance adult learners’ problem-solving skills. The discussion highlights that self-regulated learning functions as a key mediating process linking constructivist pedagogy and problem-solving competence. This article contributes to adult education literature by offering a process-oriented framework for understanding how learner-centered pedagogies support higher-order skills development in adult learning contexts.

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