Implementing Student-Centred and Collaborative Learning Based on Vygotsky’s Social Constructivism Theory in Indonesian School Curriculum
The paper aims to explore the theoretical groundwork of constructivism as a learning theory related to student-centred and collaborative learning as an effective approach to teaching in an Indonesian school curriculum context. It is well acknowledged that in a pedagogical context, terms such as “student-centred” learning and teaching methods like “collaborative learning” are commonly represented as constructivist and presented as effective and innovative methods of teaching and learning. These methods promote high student engagement classrooms with an active-learning environment and stimulate students’ higher order thinking. However, in Indonesian curriculum this approach is quite novel and still rarely implemented in high schools, since Indonesian schools involve a more teacher-centred learning approach. This paper will describe the essential characteristics and issues with implementing this approach for Indonesian classroom practice. Included are goals, assumptions about learners, and the role of teachers and students in the social constructivism approach.
Keywords: Student-Centred, Collaborative Learning, Curriculum, Vygotsky’s Social Constructivism.