Semester One Students of Theology Study Program

12 It means that Zone of Proximal Development sees the relationship between individual’s cognitive development and social interaction. It this case, social interaction prefers to collaborative learning. Collaborative learning will optimize students’ growth in learning. According to Brooks and Brooks 1993, the growth of knowledge is the result of student s’ constructions made by them and collaborative learning has a significant role in constructing cognitive development. In pursuit of new understanding, students are led by their own standpoints and informed by the ideas of others Brooks Brooks, 1993. Cognitive skills of students can be more improved when they are involved in collaborative learning with their friends. Zone of Proximal Development is illustrated in the figure 2. 1. Figure 2.1 Zone of Proximal Development McLeod, 2010 Zone of Proximal Development is a zone, in which an individual’s optimum learning can occur. After discussing two elements of constructivist pedagogy, it can be concluded that this pedagogy stands on three main factors. Constructivist pedagogy appreciates the dynamic of the learning process. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 13 Constructivist pedagogy really requires individual’s cognitive development for constructing knowledge. Constructivist pedagogy will be optimally improved in the Zone of Proximal Development or when independent learning and collaborative learning are integrated.

b. Constructivist Learning versus Traditional Learning

Constructivist learning is different from traditional learning. Constructivist learning assists learners to make a meaning in the learning process to get information Brooks Brooks, 1993. Students construct the process and the understanding rather than having it done for them. Traditional learning only focuses on extending the absolute value to learners. Table 2.1 is the comparison between traditional and constructivist learning. Table 2.1 A Look at School Environments Brooks Brooks, 1993 No Traditional Learning Constructivist Learning 1 Curriculum is presented part to whole, with the emphasis on basis skills. Curriculum is presented whole to part, with the emphasis on big concepts. 2 Strict adherence to fixed curriculum is highly valued. Pursuit of learners’ questions is highly valued. 3 Curricular activities rely heavily on textbooks. Curricular activities rely heavily on primary sources of data and manipulative materials. 4 Learners are v iewed as “blank space” onto which information is etched by the teacher. Learners are viewed as thinkers with emerging theories about world. 5 Teachers generally behave in a didactic manner, disseminating information to learners. Teacher generally behaves in an interactive manner, mediating the environment for learners. 6 Teacher seeks the correct answer to validate learner ’s learning. Teacher seeks the learners’ point of views in order to understand learners’ present conceptions for use in subsequent lessons. 7 Assessment of learner ’s learning is viewed as separate from teaching and occurs almost Assessment of learner learning is interwoven with teaching and occurs through observations of learners at