The Relevance of Collaborative Learning in the Perspective of Lev Vygotsky's Social Constructivism: A Literature Review

Maghfiroh, Wasiatul
Muttaqin, Ahmad Ihwanul

Journal of Islamic Education Research
Vol. 6 No. 4 (2025): Journal of Islamic Education Research

This study reviews the relevance of collaborative learning from the perspective of Lev Vygotsky’s social constructivism. Teacher-centered methods limit student engagement and critical thinking, making interactive approaches more necessary in 21st-century education. However, few studies explicitly link collaborative learning with Vygotsky’s concepts of the Zone of Proximal Development (ZPD) and scaffolding. Using a qualitative library research method, this review synthesizes findings from academic sources related to collaborative pedagogy and social constructivism. The results indicate that collaborative learning reflects Vygotsky’s principles through peer interaction, scaffolding, and shared knowledge construction. It also supports social-emotional aspects such as trust and conflict management, which enhance collaboration quality. The study concludes that collaborative learning provides both theoretical and practical contributions: strengthening knowledge internalization, fostering higher-order thinking, and creating dynamic classrooms aligned with 21st-century competencies. This article highlights the novelty of explicitly connecting collaborative pedagogy with Vygotskian theory and its applicability in modern educational contexts. Penelitian ini mengkaji relevansi pembelajaran kolaboratif dalam perspektif konstruktivisme sosial Lev Vygotsky. Pembelajaran berpusat pada guru membatasi keterlibatan siswa dan kemampuan berpikir kritis, sehingga pendekatan interaktif lebih dibutuhkan di era pendidikan abad ke-21. Namun, sedikit kajian yang secara eksplisit menghubungkan pembelajaran kolaboratif dengan konsep ZPD dan scaffolding Vygotsky. Dengan metode penelitian kepustakaan kualitatif, studi ini mensintesis temuan akademik terkait pedagogi kolaboratif dan konstruktivisme sosial. Hasil menunjukkan bahwa pembelajaran kolaboratif sejalan dengan prinsip Vygotsky melalui interaksi sebaya, proses scaffolding, dan konstruksi pengetahuan bersama. Aspek sosial-emosional seperti kepercayaan dan regulasi konflik juga meningkatkan kualitas kolaborasi. Penelitian ini menyimpulkan bahwa pembelajaran kolaboratif memberi kontribusi teoretis dan praktis: memperkuat internalisasi pengetahuan, mengembangkan berpikir tingkat tinggi, serta menciptakan kelas dinamis sesuai kompetensi abad ke-21. Artikel ini menegaskan kebaruan keterkaitan eksplisit antara pedagogi kolaboratif dan teori Vygotsky serta relevansinya bagi pendidikan kontemporer.