Title: Implementation Of The Problem Based Learning Model From The Perspective Of Vygotsky's Social Constructivism Theory In Sukorambi State Junior High School, Jember
Authors: Nada Febrianti Kusuma
Volume: 9
Issue: 12
Pages: 40-45
Publication Date: 2025/12/28
Abstract:
This study aims to analyze the implementation of the Problem Based Learning (PBL) model in Social Studies (IPS) at Sukorambi State Junior High School, Jember, from the perspective of Vygotsky's social constructivism theory. The approach used was qualitative with a descriptive method with a case study type. Data were collected through observation, interviews, and documentation. The results of the study indicate that the implementation of PBL has reflected the principles of social constructivism, especially the concept of Zone of Proximal Development (ZPD) and scaffolding, where teachers act as facilitators who help students develop critical thinking skills through collaboration and social interaction. However, several obstacles were found such as time constraints, different student readiness, and a lack of contextual learning resources. This study emphasizes the importance of implementing PBL based on social constructivism to improve the quality of IPS learning.