<![CDATA[This study aims to analyze the foundational concepts of educational psychology through the lens of Behaviorism, Cognitivism, and Constructivism learning theories. The research employs a library research method, collecting and analyzing relevant literature from various sources. This theory focuses on observable behavior resulting from environmental stimulus and response. Key figures include Skinner, Watson, and Thorndike. Learning, in this view, happens through repetition, reinforcement (positive/negative), and consequences. The primary criticism of behaviorism is its limited attention to internal mental processes, often depicting learners as passive recipients. This approach emphasizes internal mental processes such as thinking and understanding. Theorists like Piaget, Bruner, Ausubel, and Gagne propose that learning involves changes in mental structures. It's crucial for educators to align teaching methods with students' developmental stages and foster deep understanding (insight). This theory suggests that students construct their own knowledge through direct experience and social interaction. Vygotsky is a prominent figure, known for concepts like the Zone of Proximal Development (ZPD) and Scaffolding, which highlight the importance of guidance and collaboration in learning. In essence, Behaviorism centers on external responses, Cognitivism on thought processing, and Constructivism on actively building knowledge through interaction. Understanding these three theories helps teachers create effective learning experiences. This research contributes to a more comprehensive understanding of the theoretical foundations of educational psychology and their implications for teaching practices.]]>
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