Open AccessZONE OF PROXIMAL DEVELOPMENT AND SOCIAL CONSTRUCTIVISM BASED EDUCATION ACCORDING TO LEV SEMYONOVICH VYGOTSKY
Author(s) -
Marselus Ruben Payong
Publication year - 2020
Publication title -
missio/jurnal pendidikan dan kebudayaan missio
Language(s) - English
Resource type - Journals
eISSN - 2502-9576
pISSN - 1411-1659
DOI - 10.36928/jpkm.v12i2.589
Subject(s) - zone of proximal development , constructivism (international relations) , criticism , relevance (law) , psychology , mental development , psychological intervention , social constructivism , mathematics education , pedagogy , sociology , developmental psychology , political science , international relations , psychiatry , politics , law
This article is a theoretical study of Vygotsky's idea of zone of proximal development. Its aimed at finding out of its relevance to contemporary educational practices that are increasingly complex. Through the description of the background of the emergence of this idea the author concludes that the idea of zone of proximal development is still relevant in modern education, especially to support the educational practices that are friendly toward student’s individual differences at school. Vygotsky's criticism of the practice of levering in schooling is a warning for teachers and education practicioners to consider learning interventions based on individual students' backgrounds especially their mental development differences so that education can be an effective medium to help children's growth and development optimally.