The Epistemology of Transformative Learning: A Systematic Instructional Design Framework Model in Transformative Learning
Ubaidah(a), Nurdin Ibrahim(b), Eveline Siregar(b)

(a) Primary Teacher Education, Faculty of Humanities, Bina Nusantara University
(b) Educational of Technology, Faculty of Education, State University of Jakarta


Abstract

Research in transformative learning has flourished in educational research in the latest decades. Among the research in transformative learning, the specific topic on how to develop instructional based on transformative learning is still very rarely found, although the Instructional Design (ID) framework will help the experts and researcher on developing a transformative learning model. The purpose of this study is to review the epistemology of transformative learning by introducing a systematic ID framework for transformative learning. This study was followed a systematic literature review framework to reflect the epistemology of transformative learning on classifying instructional components of transformative learning and at the end proposing the systematic ID framework in transformative learning. There are three stages in the systematic literature review of this study, 1) planning, 2) conducting, and 3) reporting. The collected literature helps us in reflecting the praxis on defining necessary components to be considered by researcher, practitioner, instructional designer on developing transformative learning model. This study also proposed a systematic ID framework adopted by the ADDIE concept of development that was modified by applying the ID component in transformative learning.

Keywords: Transformative learning- Instructional Design- Systematic Model

Topic: Education Technology

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