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The Implementation of Vygotsky’s Learning Theory of Cognitivism in English Learning Based on The Merdeka Curriculum
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This study aims to determine and describe the implementation of Vygotsky's cognitive learning theory at SMPIT Al-Masykar Bina Insani which uses the Merdeka Curriculum. This study explores the application of Vygotsky's cognitive learning theory in the context of the Merdeka Curriculum, especially in teaching English to seventh grade students at SMP-IT Al-Masykar Bina Insani. The research method used is a qualitative descriptive method, data were collected through classroom observation, interviews, and documentation. The results of the study indicate that the application of Vygotsky's cognitive learning theory in the English learning process in class VII B of SMP-IT Al-Masykar Bina Insani based on the Merdeka Curriculum has succeeded in increasing student understanding and engagement through student-centered learning strategies. This study found that key concepts from Vygotsky's theory, such as the Zone of Proximal Development (ZPD), scaffolding, collaboration, cultural context, and problem-based learning, were effectively integrated by teachers in the learning process. Vygotsky's cognitive approach applied in the Merdeka Curriculum is able to encourage students' cognitive development through structured social interactions and guidance from teachers. This student-based learning is in line with the objectives of the Merdeka Curriculum which emphasizes collaborative learning, is relevant to real life, and focuses on developing critical and creative skills.
Raudatul Jannah - Personal Name
SKRIPSI TBI 2529
428
Text
English
2025
serang
xiv + 90 hlm.; 18 x 25 cm
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