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All Journal PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature IJIET (International Journal of Indonesian Education and Teaching) Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya Langkawi: Journal of The Association for Arabic and English Adi Widya : Jurnal Pengabdian Masyarakat Muallimuna : Jurnal Madrasah Ibtidaiyah Voices of English Language Education Society Kumawula: Jurnal Pengabdian Kepada Masyarakat Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Inspiring: English Education Journal Mimesis Journal of Research on Language Education International Journal of English Linguistics, Literature, and Education (IJELLE) ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Journal of English Language and Education EduLine: Journal of Education and Learning Innovation English Learning Innovation (englie) LITERATUR: Jurnal Bahasa, Sastra dan Pengajaran ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat) Satwika: Jurnal Pengabdian kepada Masyarakat ETAM: Jurnal Pengabdian kepada Masyarakat Kajian Bahasa dan Sastra (KABASTRA) Metathesis: Journal of English Language, Literature, and Teaching Indonesian Journal of Education and Learning
Taufik Arochman
Universitas Tidar
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Journal : Indonesian Journal of Education and Learning

 1 
Analisis Pengaruh Implementasi Teori Vygotsky Terhadap Pembelajaran Di Kelas Ardania, Nabila; Mafaza, Fiki Mahya; Jannah , Imatriya Nur; Putri, Annisa Eka; Arochman, Taufik
Indonesian Journal of Education and Learning Vol. 8 No. 1 (2024): October
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijel.v8i1.1328

Abstract

Vygostky's learning theory discussed in this article was pioneered by a figure named Lev Vygotsky who argued that learning is a social process. According to him, children have expertise in developing knowledge starting from social interactions with their social environment. One of the applications is cooperative learning conducted in a group, which contains a group of children who have different abilities to work together and help each other. Vygotsky's theory has the advantage that students are able to think together in solving problems so that the problem can be solved, but it also has the disadvantage that the time needed is longer because of the different abilities of students. The writing of this article aims to find out the history of the Vygotsky theorist, the concept of Vygotsky theory, the implementation of Vygotsky theory in education and its influence in learning. The author uses literature review and questionnaire methods in writing this article. The results obtained from this study were that some of the respondents felt helped by the implementation of Vygotsky's theory in learning, while others did not feel helped or neutral.
Analisis Pengaruh Implementasi Teori Vygotsky Terhadap Pembelajaran Di Kelas Ardania, Nabila; Mafaza, Fiki Mahya; Jannah , Imatriya Nur; Putri, Annisa Eka; Arochman, Taufik
Indonesian Journal of Education and Learning Vol. 8 No. 1 (2024): Oktober 2024
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijel.v8i1.1328

Abstract

Vygostky's learning theory discussed in this article was pioneered by a figure named Lev Vygotsky who argued that learning is a social process. According to him, children have expertise in developing knowledge starting from social interactions with their social environment. One of the applications is cooperative learning conducted in a group, which contains a group of children who have different abilities to work together and help each other. Vygotsky's theory has the advantage that students are able to think together in solving problems so that the problem can be solved, but it also has the disadvantage that the time needed is longer because of the different abilities of students. The writing of this article aims to find out the history of the Vygotsky theorist, the concept of Vygotsky theory, the implementation of Vygotsky theory in education and its influence in learning. The author uses literature review and questionnaire methods in writing this article. The results obtained from this study were that some of the respondents felt helped by the implementation of Vygotsky's theory in learning, while others did not feel helped or neutral.
Analisis Pengaruh Implementasi Teori Vygotsky Terhadap Pembelajaran Di Kelas Ardania, Nabila; Mafaza, Fiki Mahya; Jannah , Imatriya Nur; Putri, Annisa Eka; Arochman, Taufik
Indonesian Journal of Education and Learning Vol. 8 No. 1 (2024): Oktober 2024
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijel.v8i1.1328

Abstract

Vygostky's learning theory discussed in this article was pioneered by a figure named Lev Vygotsky who argued that learning is a social process. According to him, children have expertise in developing knowledge starting from social interactions with their social environment. One of the applications is cooperative learning conducted in a group, which contains a group of children who have different abilities to work together and help each other. Vygotsky's theory has the advantage that students are able to think together in solving problems so that the problem can be solved, but it also has the disadvantage that the time needed is longer because of the different abilities of students. The writing of this article aims to find out the history of the Vygotsky theorist, the concept of Vygotsky theory, the implementation of Vygotsky theory in education and its influence in learning. The author uses literature review and questionnaire methods in writing this article. The results obtained from this study were that some of the respondents felt helped by the implementation of Vygotsky's theory in learning, while others did not feel helped or neutral.
Co-Authors Abyan, Muhammad Rafiq Agung Dwi Laksono Alfarizi, Raihan Bariq Ali Imron Anjarsari, Dhania Puspita Annisa Eka Putri Annisrina Fajri Nugraheni Ardania, Nabila Arfianti, Suci Dian Arifin, M Fatkhu Ariyani, Rizki Silvia Arrisma Delimasari Atsani Wulansari Bayu Imam Cahyono Carolus Prima Ferri Karma Delimasari, Arrisma Desvivia, Talitha Rahmadhanti Dhania Puspita Anjarsari Fadilah, Cahyu Dita Fauziah, Nisrina Febriani, Septi Febriyanti, Fauziah Dwi Firdaus, Muhammad Yusuf Gilang Fadhilia Arvianti Haq, Isnaini Mutiara Hasani, Uli Alfan Haumahu, Dhino Christy Husain Subroto, Fatimatu Khoirunnisa Hutabarat, Putri Surya Padilla Huwaidah, Haya Kantina Jabbar, Sahda Aulia Jannah , Imatriya Nur Jannah, Lily Miftahul Jayanti, Widya Mas Mardavam Kuncoro, Anisa Murwaningrum Madani, Syifana Aulia Mafaza, Fiki Mahya Malasari, Susanti - Maryam, Fitria Fatikha Dewi Muhamad Eginda Erlangga Muhammad Daniel Fahmi Rizal Nisrina Fauziah Niswa, Lukluk Shafwatu Nugraheni, Annisrina Fajri Octaviani, Reza Putri Paulina Besty Fortinasari Pitaloka, Nadia Sekar Ayu Putri, Salsabila Annisa Suryono Qotrunnada, Assifa Zanuba Rahma, Naswa Syafira Rini Estiyowati Ikaningrum Risti Nurfadhila Rolisda Yosintha Sebrina, Mena Setiandari, Rara Kunti Sukma Shinta Yunianti Swari, Dayinta Resty Nindya Syafira, Vira Tiara Asa Pertiwi Triyono, Adit Wahyuningsih, Linda Waluyo, Putri Susi Welasiyah, Slamet Widya Ratna Kusumaningrum Winda Candra Hantari Wirawan, Maulida Rhadhiya Yuniasih, Wiji Sekar Yunita Dwi Rahayu, Yunita Dwi