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N. Lalah Alawiyah
Fakultas Ilmu Tarbiyah dan Keguruan (FITK) Universitas Islam Negeri Syarif Hidayatullah Jakarta
Languange, Linguistic, Communication & Media

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TADRIS MAHARAH AL-QIRA'AH FI DLAU AL-MADKHAL AL-BINA'I AL-IJTIMA'I N. Lalah Alawiyah
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 1 No. 2 December 2014
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (252.586 KB) | DOI: 10.15408/a.v1i2.1145

Abstract

Social constructivism, which is often called Vygotsky’s constructivist theory, is the latest teaching and learning approach which emphasizes on the importance of culture and social context or social interaction for knowledge development. Social constructivists view learning not only as individual process but also as a social process. Guided with social constructivism, this article aims to discuss its application in reading teaching. The implication of the models of learning recommended based on social constructivism are collaborative learning, cooperative learning, peer-scaffolding, reciprocal teaching, and contextual learning. DOI: 10.15408/a.v1i2.1145
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