• Saarah Shafa Salsabila Institut Agama Islam Negeri (IAIN) Syekh Nurjati Cirebon, Indonesia
  • Septi Gumiandari Institut Agama Islam Negeri (IAIN) Syekh Nurjati Cirebon, Indonesia


Learning Approaches, Thinking Abilities, Teacher Teaching, Educational Psychology


The social constructivist approach is a learning paradigm that emphasizes the role of social interaction in building students' knowledge and understanding. This approach highlights the importance of collaboration, dialogue and joint activities between teachers and students, as well as between students, as a way to build knowledge together. In social constructivist learning, knowledge is not only viewed as information conveyed by the teacher, but as the result of a joint construction process through social interaction. Social constructivist learning promotes active and participatory learning, where students not only receive information but are also involved in constructing their own understanding through discussions, questions and answers, and group activities. Teachers act as learning facilitators who encourage students to think critically, stimulate the exchange of ideas, and construct knowledge together. The importance of the social constructivist approach lies in its ability to build deep understanding, increase student engagement, and develop social and cognitive skills. By placing an emphasis on social interaction, this approach creates a learning environment that supports students' cognitive growth and social development. Therefore, the implementation of social constructivism in an educational context can increase the effectiveness of learning and prepare students to face future challenges.


Anderson, D.W., Vault, V.D. & Dickson, C.E. 1999. Problems and Prospects for the Decades Ahead: Competency Based Teacher Education. Berkeley: McCutchan Publishing Co.

Abbeduto & Hesketh. 1997. Pragmatic Development in Individuals with Mental Retardation: Learning to use language In Social Interaction. Madison: University of Winsconsin

Brown, A.L., & Campione, J.C. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. In L. Schauble & R. Glaser (Eds.), Innovations in learning: New environments for education (pp. 289–325). Mahwah, NJ: Erlbaum

Karli, H dan Yuliariatiningsih, M.S. (2003). Model Model Pembelajaran. Bandung: Bina Media Informasi

Piaget. (1981) The Psychology of Intelegence. Totawa: Little field, Adan & CO

Poedjiadi, A. (2005). Sains Teknologi Masyarakat; Model Pembelajaran Konstektual Bermuatan Nilai. Bandung: Remaja ROsdakarya

Santrock, John W. 2013. Psikologi Pendidikan Edisi Kedua. Jakarta : KENCANA.

Suparsono, Paul.1997. Filsafat Konstruktivitasme dalam Pendidikan. Yogyakarta: Penerbit Kanisus

Sutardi, D dan Sudirjo, E. (2007). Pembaharuan dalam PBM di SD. Bandung: UPI Press

Trianto. 2009. Mendesain Model Pembelajaran Inovatif Progresif. Jakarta : Kencana Prenada Media Group.

Udang Undang RI Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Jogjakarta: Media Wacana Press

Sukintaka. (1992). Teori Bermain.Jalma Arum Kurining Gusti: Depdikbud