The Relevance of Collaborative Learning in the Perspective of Lev Vygotsky's Social Constructivism: A Literature Review
This study aims to analyze the relevance of collaborative learning within the theoretical framework of Lev Vygotsky’s social constructivism, particularly by examining how the concepts of the Zone of Proximal Development (ZPD) and scaffolding are operationalized in collaborative practices. Although collaborative learning has been widely implemented in contemporary classrooms, limited literature explicitly integrates it with Vygotskian constructs in a comprehensive theoretical review. This research employed a qualitative library research design using a systematic literature review approach. Academic sources published between 2015 and 2025 were identified through major databases, screened using inclusion and exclusion criteria, and analyzed thematically following PRISMA procedures. The analysis focused on four dominant themes: collaboration as a mechanism of ZPD, layered scaffolding (cognitive, metacognitive, and socio-emotional), socio-emotional dynamics in group interaction, and digital collaborative learning in relation to 21st-century skills. The findings indicate that collaborative learning functions as the practical operationalization of ZPD through peer interaction and shared meaning-making. Scaffolding is most effective when distributed across teachers, peers, and digital agents. Socio-emotional factors, such as trust and conflict regulation, serve as active mechanisms supporting cognitive internalization. The novelty of this study lies in proposing the concept of group-ZPD and integrating multi-modal scaffolding, socio-emotional learning, and digital mediation into a unified Vygotskian framework. This study contributes theoretically by extending social constructivism into digital contexts and practically by offering design principles for collaborative learning aligned with 21st-century competencies.
Downloads
References
Alharbi, S. M., Elfeky, A. I., & Ahmed, E. S. (2022). The effect of e-collaborative learning environment on development of critical thinking and higher order thinking skills. Journal of Positive School Psychology, 6(6), 6848-6854.
Arianti, N., & Pramudita, D. A. (2022). Implementasi pembelajaran abad 21 melalui kerangka Community of Inquiry dengan model Think Pair Share. Jurnal Visi Ilmu Pendidikan, 14(1), 65–73. https://doi.org/10.26418/jvip.v14i1.50290
Borge, M., & Xia, Y. (2023). Beyond the individual: The regulation and negotiation of socioemotional practices across a learning ecosystem. Journal of the Learning Sciences, 32(3), 325-375. https://doi.org/10.1080/10508406.2022.2157725
Dhillon, P. S. (2024). Shaping human-AI collaboration: Varied scaffolding levels in co-writing with language models. arXiv Preprints. https://arxiv.org/pdf/2402.11723
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking skills and creativity, 47, 101229. https://doi.org/10.1016/j.tsc.2022.101229
Erbil, Deniz Gökçe (2020). A review of flipped classroom and cooperative learning method within the context of Vygotsky theory. Frontiers in Psychology, 11, 1157. https://doi.org/10.3389/fpsyg.2020.01157
Gao, F., Wang, C., Xie, H., & Hong, J. (2024). Social interaction and online learning efficiency for middle school students: The mediating role of social presence and learning engagement. Behavioral Sciences, 14(10), 896. https://doi.org/10.3390/bs14100896
Janaris, A., Syamsudduha, & Jamilah, S. (2024). The Influence of the Application of Vygotsky's Theory on Primary School Students' Learning Outcomes in Natural Sciences Learning in Sumbawa Besar Regency. Pinisi Journal of Education, 4(2), 254–261. https://journal.unm.ac.id/index.php/PJE/article/view/1644
Mathiasson, M. H., & Jochumsen, H. (2022). Libraries, sustainability and sustainable development: A review of the research literature. Journal of Documentation, 78(6), 1278-1304. https://doi.org/10.1108/JD-11-2021-0226
Mimhamimdala, F., & Nirwana, H. (2022). Popular learning theory: Collaborative learning. Jurnal Literasi Pendidikan, 1(2), 292–302. https://doi.org/10.56480/eductum.v1i2.751
Mubarok, Sahrul; Asep Purwo Yudi Utomo; Mu’allimatin Najihah; Alfiyani Nur Safitri; Ngabiyanto Ngabiyanto; Galih Suci Pratama; & Fitrianita Utami. (2024). Persepsi Siswa terhadap Hasil Belajar dalam Pemanfaatan Media Pembelajaran Interaktif Kahoot Bahasa Indonesia Teks Deskripsi. Dinamika Pembelajaran: Jurnal Pendidikan Dan Bahasa, 1(4), 34–45. https://doi.org/10.62383/dilan.v1i4.684
Nurhayani, & Dewi, S. (2022). Teori belajar dan pembelajaran. CV Gerbang Media Aksara.
Pattipeilohy, V., & Wijaya, F. (2020). Implementasi model collaborative learning: Sebagai landasan untuk membangun keterampilan sosial dan keaktifan mahasiswa. Jurnal Maneksi, 9(1), 283–289. https://doi.org/10.31959/jm.v9i1.325
Rahayu, Inka Piola Naretin; Aura Yandira Utami; Anggita Ardiani Efendi Nasution; Nuraini Nuraini; Kurnia Riski Siregar; & Muhammad Anggie J. Daulay. (2024). Penerapan Pembelajaran Kolaboratif Dalam Mata Kuliah Bahasa Indonesia. Bhinneka: Jurnal Bintang Pendidikan Dan Bahasa, 2(3), 139–151. https://doi.org/10.59024/bhinneka.v2i3.847
Rigopouli, K., Kotsifakos, D., & Psaromiligkos, Y. (2025). Vygotsky’s creativity options and ideas in 21st-century technology-enhanced learning design. Education Sciences, 15(2), 257. https://doi.org/10.3390/educsci15020257
Rigopouli, K., Kotsifakos, D., & Psaromiligkos, Y. (2025). Vygotsky’s creativity options and ideas in 21st-century technology-enhanced learning design. Education Sciences, 15(2), 257. https://doi.org/10.3390/educsci15020257
Sari, Milya; and Asmendri Asmendri (2020). Penelitian Kepustakaan (library research) dalam Penelitian Pendidikan IPA. Natural Science: Jurnal Penelitian Bidang IPA dan Pendidikan IPA, 6(1), 41–53. https://doi.org/10.15548/nsc.v6i1.1555
Shao, J., Chen, Y., Wei, X., Li, X., & Li, Y. (2023). Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis. Frontiers in Psychology, 14, 1110086. https://doi.org/10.3389/fpsyg.2023.1110086
Supena, I., Darmuki, A., & Hariyadi, A. (2021). The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students' Learning Outcomes. International Journal of Instruction, 14(3), 873-892. https://eric.ed.gov/?id=EJ1304598
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., ... & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054
Tohari, B., & Rahman, A. (2024). Konstruktivisme Lev Semonovich Vygotsky dan Jerome Bruner: Model Pembelajaran Aktif dalam Pengembangan Kemampuan Kognitif Anak . Nusantara: Jurnal Pendidikan Indonesia, 4(1), 209–228. https://doi.org/10.14421/njpi.2024.v4i1-13
Wibowo, S., Wangid, M. N., & Firdaus, F. M. (2025). The relevance of Vygotsky’s constructivism learning theory with the differentiated learning primary schools. Journal of Education and Learning, 19(1), 431–440. https://doi.org/10.11591/edulearn.v19i1.21197
Zamhariroh, N. M., & Thobroni, A. Y. (2024). Relevansi model pembelajaran kolaboratif dalam perspektif Al-Qur’an dengan tuntutan kerjasama dalam tim di dunia kerja. Jurnal Pendidikan Islam, 4(2), 412–424. https://ejournal.iaihnw-lotim.ac.id/an-nahdlah/index.php/an-nahdlah/article/view/348
Downloads
Section
Copyright (c) 2025 Wasiatul Maghfiroh, Ahmad Ihwanul Muttaqin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
