Knowledge Construction Process in English Language Learning: Vygotsky's Social Constructivism Educational Psychology Perspective

Abstract

The aim of this research describe the process of constructing students' knowledge from social and physical interactions and daily experiences in learning English with a Vygotsky perspective in high school. The research method used in this research is qualitative research, with a descriptive type. This research is library research or literature study so it uses library data and interviews as data sources. Data was collected from books, articles, and journals that discussed the topics studied. In connection with the findings, the results show that the process of knowledge construction in English language learning in high schools from the perspective of Vygotsky's Social Constructivism educational psychology is through the Project-based Learning learning model. The Project Based Learning learning model pays more attention to students and other students in groups exchanging ideas to find ideas or express their new understanding of events that are learning material so that they will succeed in building a good understanding that suits their cognitive needs. English learning becomes more meaningful with the use of the Project Based Learning model starting from recognizing problems, creating project planning designs, compiling project implementation schedules, project implementation and monitoring, testing project results, as well as evaluation and reflection in the stages where there is no teacher domination where the teacher only as a facilitator in learning.