Perspektif Teori Konstruktivisme Vygotsky terhadap kemampuan bersosialisasi siswa slow learner di sekolah dasar inklusi - Yunis Aprianti; Ibnu Laksana Aulia Ramdani; Muhammad Ali; Muhammad Rifki; Ridho Budhi Utomo (DWIJA CENDEKIA: Jurnal Riset Pedagogik, 2025)
Penelitian ini bertujuan untuk menganalisis penerapan Zone of Proximal Development (ZPD) dalam pem-belajaran inklusif guna meningkatkan kemampuan bersosialisasi siswa slow learner. Metode yang digunakan adalah studi kasus dengan observasi non-partisipan di salah satu SD Negeri di Yogyakarta, serta pengumpulan data melalui observasi kelas, wawancara dengan guru dan orang tua, serta analisis dokumen sekolah. Hasil penelitian menunjukkan bahwa pembelajaran berbasis ZPD dengan bantuan teman sebaya mampu meningkatkan interaksi sosial, keterampilan komunikasi, rasa percaya diri, penyelesaian konflik, dan kerja sama siswa slow learner. Namun, terdapat tantangan seperti kesulitan mengidentifikasi ZPD, keterbatasan sumber daya, heterogenitas kemampuan siswa, serta kurangnya kolaborasi dengan orang tua. Simpulan penelitian ini mengungkap bahwa interaksi sosial dalam ZPD efektif mendukung perkembangan sosial siswa slow learner, sehingga dapat menjadi dasar pengembangan intervensi pembelajaran inklusif yang lebih efektif. The perspective of Vygotsky's Constructivism Theory on the social skills of slow learner students in inclusive elementary schools Abstract: This study aims to analyze the implementation of the Zone of Proximal Development (ZPD) in inclusive education to improve the socialization skills of slow learners. A case study method was employed, using non-participant observation at a public elementary school in Yogyakarta, along with data collection through classroom observations, interviews with teachers and parents, and analysis of school documents. The results indicate that ZPD-based learning, facilitated by peer assistance, enhances slow learners' social interaction, communication skills, self-confidence, conflict resolution, and cooperation. However, challenges such as difficulties in identifying ZPD, limited resources, varying student abilities, and insufficient parental collaboration were identified. The study concludes that social interaction within the ZPD framework effectively supports the social development of slow learner, providing a foundation for designing more effective inclusive learning interventions.