Journal of Education and Learning (EduLearn)

Vol. 19, No. 1, February 2025, pp. 431~440

ISSN: 2089-9823 DOI: 10.11591/edulearn.v19i1.21197  431

The relevance of Vygotsky's constructivism learning theory

with the differentiated learning primary schools

Sigit Wibowo1, Muhammad Nur Wangid2, Fery Muhamad Firdaus2

1
Department of Primary School Teacher Education, Faculty of Education, Universitas Negeri Malang, Malang, Indonesia
2
Department of Basic Education, Faculty of Education and Psychology, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia

Article Info ABSTRACT

Article history: The purpose of this study is to analyze in depth the relevance of Vygotsky's
constructivism learning theory in differentiated learning in elementary
Received Aug 13, 2023 schools. Differentiated learning is an effort to adapt the learning process in
Revised Apr 6, 2024 the classroom to meet the learning needs of each individual. This adjustment
Accepted May 18, 2024 is made by considering the interests, learning profiles, and readiness of
students to improve learning outcomes. With this adjustment, students can
learn according to their respective abilities and find understanding from their
Keywords: own experiences. On the other hand, constructivist learning theory states that
learning is a process in which students can build their knowledge. One of the
Constructivism constructivists learning theories was proposed by Vygotsky, known as social
Differential learning constructivism. Vygotsky's constructivism emphasizes the interaction of
Scaffolding interpersonal (social), cultural-historical, and individual factors as the key to
Vygotsky human development. The constructivist theory has relevance to
Zone of proximal development differentiated learning in terms of meaningful learning and student activity.
Differentiated learning applies constructivist theory in learning by
considering the individual characteristics of students. In addition, the
concept of the zone of proximal development (ZPD) and scaffolding are
highly relevant in differentiated learning that accommodates the full
potential of students and considers the individual abilities of students.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Sigit Wibowo
Department of Primary School Teacher Education, Faculty of Education, Universitas Negeri Malang
Semarang 5 Malang Street, 65145, Malang, Indonesia
Email: sigit.wibowo.fip@um.ac.id

1. INTRODUCTION
Education is important for humans because, with education, humans can develop their potential. In
addition, indirectly humans can interact with other people as social beings [1]. Education is carried out from
elementary education to university. The elementary school education level is one of the formal education that
functions to educate the nation's life by developing the abilities of students who are in themselves [2]. The
level of basic education is also the basis for forming individuals at the next level of education [3], [4]. If it is
observed that currently, the education curriculum implemented in Indonesia is an independent curriculum
with its characteristics, namely differentiated learning [5], [6].
The goal of differentiated learning is to modify the classroom learning process to suit the needs of
each individual student. The modification, specifically taking into account students' learning profiles,
interests, and willingness to attain higher learning goals [7]. In line with Marlina's [8] statement that
differentiated learning is an adjustment to interests, learning preferences, and student readiness to create an
effective learning process that can improve student learning outcomes. Differentiated learning is not
individualized learning, however, tends to learn that accommodates all potential and learning needs of

Journal homepage: http://edulearn.intelektual.org

432  ISSN: 2089-9823

students with independent learning strategies.

A 21st-century perspective on teaching and learning is called differentiated learning. In the field of
education, differentiated learning is not a novel concept. Differential learning, is a motor learning paradigm
based on the dynamic systems theory of human movement and connected to the significance of movement
variability [9]. Differentiation learning is commonly used in the context of motor learning, according to
several research [10]–[12]. According to earlier research, differential learning has also been demonstrated to
be more effective at the learning level than more conventional teaching strategies that engage students'
cognitive and activity [11], [13]. Differentiated learning seems to emerge as a promising approach to
increase creative behavior related to the construction of self-knowledge by students [14]. Further benefits of
a differential learning strategy were detailed by Santos et al. [15] as following: learning that encourages
diverse adaptations based on knowledge, supports regularity in behavior, and facilitates the development of
creativity components. It also significantly reduces failure. Recently Gray [16] also stated that the
differential learning approach is designed to encourage self-organization (self-organizing). In addition,
differentiated learning can also accommodate students in building their knowledge through creative
experiences [17], [18]. These studies show that differentiated learning is very closely related to the cognitive
activities of each student in building their knowledge through a process of creative experience. From this, it
can be described that differentiated learning is closely related to constructivism theory.
Constructivism theory emphasizes the process of finding knowledge, ideas, and ideas rather than the
results of answers from each student. Constructivist learning theory states that learning is a process in which
students can build their knowledge. The knowledge that already exists certainly cannot be transferred, but
through the process of imparting knowledge that occurs between teachers and students [19]. Constructivism
learning is also based on the understanding that students get through a process that is passed in construction.
The process of constructing is from the experience gained by learners [20]. In constructivist learning, the
teacher acts as a facilitator who gives freedom to students in developing their potential. Thus, students
become the center or as an active role in developing the knowledge they have. This is in line with the
principle of differentiated learning which accommodates all the individual potential of students and places
students as learning subjects. Students are allowed to be creative in providing ideas or ideas they have. This
is intended so that students can understand learning material with their learning style so that it is easier to
gain understanding [21].
One of the originators of constructivism learning theory is Lev Vygotsky. Lev Vygotsky is an
educational figure who sees how learning occurs from a social perspective [22]. Children's cognitive and
language development does not develop in a social vacuum [22], [23]. Lev Vygotsky, a Russian
psychologist, recognized this important point about the child's mind more than half a century ago.
Vygotsky's theory received increasing attention towards the end of the 20th century. According to Vygotsky,
every individual develops in a social context. All intellectual development which includes the meaning,
memory, thinking, perception, and awareness moves from the interpersonal to the intrapersonal area. The
mechanism that underlies high-level mental work is a copy of social interaction [24]. In Vygotsky's view, all
higher-order cognitive work in humans has its origins in the social interactions of each individual in a
particular cultural context. Cognition is the internalization of social interaction. Vygotsky's theory of social
cognition encourages the need for a new social basis for understanding the educational process [25].
Thus, the concept of learning according to constructivism, namely pouring ideas or ideas from
students who found themselves both from experience and information obtained through the creative process.
Vygotsky's constructivism emphasizes the interaction of interpersonal (social), cultural-historical, and
individual factors as the key to human development [26]. This learning theory focuses on students (student-
centered). The teacher acts as a facilitator. Of course, each student has different understanding abilities [27].
This relates to the statement that each individual has many potential and unique [28], [29]. This is closely
related to the principle of differentiated learning which is characteristic of the independent curriculum
applied in Indonesia. The independent curriculum was born as a reaction to a decrease in student
understanding due to online learning during the pandemic so there is a need the restoration of learning [30].
The independent curriculum is implemented in stages in Indonesia starting from the preschool level
to higher education. All school institutions in Indonesia have implemented an independent curriculum by
instructions from the government and the local education office. The curriculum began to be implemented
gradually in grades 1 and 4, while others still used the previous curriculum, namely the 2013 curriculum.
Learning in grades 1 and 4 was carried out in a differentiated manner according to the principles of the
applied independent curriculum. Applied learning is oriented towards the formation of students who have the
profile character of Pancasila students.
This study examines the relevance of Vygotsky's constructivist learning theory to differentiated
learning in elementary schools. Previous research has explored the relevance of sociocultural learning
theories to differentiated learning, where the implementation of differentiated learning is heavily influenced

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by the social and cultural context of the learners' environment [31], [32]. Differentiated learning appears to
be not only relevant to sociocultural theory but also to constructivist theory. This indicates that differentiated
learning is highly multiperspective, resulting in broader positive impacts that can be viewed from various
perspectives. Vygotsky's constructivist theory emphasizes both cognitive and socio-cultural aspects
simultaneously.
Based on this explanation, a relevance was found between Vygotsky's constructivist learning theory
and differentiation learning which was applied especially in elementary schools. As is known, the curriculum
implemented in Indonesia must refer to learning theories that are relevant to the lives and characteristics of
students today. Several learning theories, including Vygotsky's learning theory, provide as inspiration for
differentiated learning, which is a crucial component of the independent curriculum. This study aims to
analyze more deeply the relevance of Vygotsky's constructivism learning theory with differentiation learning
in the independent curriculum in elementary schools.

2. METHOD
The type of research used in this research is qualitative research, with descriptive methods. The
descriptive method is a method that places more emphasis on the power of data analysis obtained through
various sources obtained from various books and other writings by relying on existing theories to be
interpreted clearly and in-depth to produce theses and antitheses [33], [34]. This research also refers to the
library research model in which the object of study comes from books, notes, journals, transcripts, research
reports, and other documents that can be found and related to Vygotsky's constructivist learning theory and
differentiated learning. In this study the technique used to collect data was documentation, in this technique,
the researcher identified discourse from books, papers or articles, magazines, journals, the web (internet), or
other information related to Vygotsky's constructivism learning theory and learning differentiated or directly
related to the title of writing. After the data is collected, the data is analyzed and then reduced. After that, the
data presentated is carried out and the conclusion is obtained.

3. RESULTS AND DISCUSSION

3.1. Vygotsky's social constructivism learning theory
According to Vygotsky's theory, human development is primarily determined by the interplay of
interpersonal (social), cultural-historical, and individual elements [26]. Central to the concepts and principles
in Lev Vygotsky's constructivism theory put forward by Ormrod [35] is that humans can use their mental
functions to enhance learning, memory, and logical reasoning. According to Vygotsky's view, the basis of
human mental functions is built biologically, and to develop these mental functions, humans need the role of
society, and culture.
Furthermore, Vygotsky expressed important ideas in his theory, namely: i) informal and formal
interactions between adults and children will give children an understanding of how children develop; ii)
each culture has meaning to improve children's cognitive abilities, and cultural significance for children aims
to guide children in living their lives productively and efficiently; iii) the ability to think and speak develops
in the early years of child development. Vygotsky's cognitive development is very dependent on the
development and mastery of language; iv) the development of complex mental processes occurs after
children carry out social activities, and will gradually be internalized in the child's cognition that can be used
freely. Vygotsky argued that complex thinking processes are highly dependent on children's social
interactions. As children discuss events, objects, and problems with adults and others who are more
knowledgeable, so do gradually the results of the discussion will become part of the child's thinking
structure; and v) children will be able to do challenging tasks if given more challenging tasks by competent
individuals. Regarding important concepts in Lev Vygotsky's theory of constructivism, apart from social
interactions that play a role in building children's knowledge, Schunk [26] focuses his explanation on the four
main concepts of Vygotsky's theory of constructivism which consist of the zone of proximal development
(ZPD), scaffolding, as well as language and thought.

3.1.1. Zone of proximal development and scaffolding

Lev Vygotsky's constructivist theory includes the ZPD as one of its central ideas. He asserts that
there are two stages to an individual's ability growth: the actual development stage and the potential
development stage. The ability to finish activities or find solutions to different difficulties on one's own is a
good indicator of someone's true developmental stage. Potential development is demonstrated by a person's
capacity to finish activities and find solutions under adult supervision or in cooperation with more
experienced peers. The zone of proximal development, or ZPD for short, is the distance between the two, that
is, the level of current development and the level of potential development [36]. ZPD is the difference
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between the actual level of development ascertained by solving problems on one's own and the prospective
level of development ascertained by solving problems under the supervision of an adult or in cooperation
with more experienced peers [37]. Therefore, it may be said that the ZPD is the difference between the actual
developmental level demonstrated by the capacity to solve problems on one's own and the potential
developmental level demonstrated by the capacity to solve problems with the assistance of peers or adults
who are more experienced.
ZPD is Vygotsky's term for a series of tasks that are difficult for children to master independently
but can be learned with help from others such as teachers or more capable friends. So, the lower limit of ZPD
is the level of a problem that a child can solve independently. The upper limit of the ZPD is the level of
responsibility or additional work a child can accept with help from an instructor or teacher. This is in line
with Ormrod's [35] opinion that the ZPD is a regional concept that indicates opportunities for children's
abilities to understand tasks as a form of developing children's cognitive abilities. The concept of ZPD in Lev
Vygotsky's theory of constructivism has four stages as follows [38], [39]
Stage I: by depending on others, like instructors, to complete tasks, students get a comprehension of
the language relevant to their studies and the fundamentals of the subject matter being studied. Stage II: the
learner completes the job independently in this stage by drawing on prior knowledge. Between the first and
second stages is when ZPD happens. When students practice independently, it means they carry out certain
tasks without help. They occasionally require assistance nevertheless, as they are not yet at the level of
flawless skill. Stage III: a performance is established during this phase. This indicates that kids have
advanced to the independent stage at this point. A learner does not currently require assistance from adults or
additional practice to solidify prior information. Stage IV: students execute a performance in the fourth stage
that culminates in the process of repeating functions, applying them through the ZPD each time to the
outcomes of the stage before. Every person's lifelong learning follows a controlled ZPD process that
progresses from receiving aid from others to repeatedly doing self-help to developing new skills.
The interpretation of Vygotsky's socio-cultural approach to cognitive development is that one must
understand the two main principles of Vygotsky's work, namely more knowledgeable knowledge (MKO) and
ZPD. MKO refers to someone who has a better understanding or a higher level of ability than the learner
concerning a particular task, process, or concept [39]. According to ZPD, children can only address some
problems at a given developmental stage when they collaborate with classmates and engage with teachers.
Problems that were initially resolved with assistance and collaboration from others can be taken on
individually once the learner has internalized their problem-solving practice. Vygotsky said that "what is in
the ZPD today will be the actual stage of development tomorrow, that is, what the learner can do with help
today, he will be able to do himself tomorrow" [40]. According to Vygotsky, if a learner receives the
appropriate support while in the ZPD for a given activity, they will make progress toward accomplishing the
goal [24]. After students are assisted in their assignments, assistance can then be removed and students can
then complete their assignments. This is what is called the scaffolding process.
Scaffolding is closely related to ZPD, which is a technique for changing the level of support [25],
[41]. During teaching sessions, more skilled people (teachers or students who are more capable) adjust the
amount of guidance to the level of student performance that has been achieved. When the task a student is
about to learn is a new one, more skilled people can use direct instruction techniques. When students' abilities
increase, less guidance is given. Vygotsky considered that children have rich concepts but are unsystematic,
disorganized, and spontaneous. Children will meet systematic and logical and rational concepts that are
owned by people who are more skilled at helping them.

3.1.2. Language and thought

Human development occurs through cultural tools (language and symbols) which are then passed on
from one person to another or are often referred to as the transmission of cultural tools [26]. Language is the
most important cultural tool. Language is obtained from social speech, then to be stored in private speech,
and finally becomes hidden (inside) speech [42]. Vygotsky believed that language was not only for social
communication but also for planning, and monitoring behavior in its way called "inner speech". According to
Piaget, inner speech is egocentric and immature. But according to Vygotsky's theory, inner speech is an
important tool for thinking during childhood (early childhood) [24]. Children communicate with others using
language before they can focus on their thoughts [43]. Children use language to communicate with the
outside world for a somewhat long period before the transition from external to internal (inner) speech.
The transition period occurs between the ages of 3 and 7 and sometimes children at this age often
talk to themselves. After some time, the habit of talking to themselves can be lost and they do it without
having to say it. When this happens, the child has entered egocentric speech into inner speech, and this inner
speech will then become their thoughts. Vygotsky's theory suggests that a child who uses inner speech is in

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the initial process of becoming socially communicative and also confirms that a child who uses inner speech
will be more socially competent than a child who does not use it [41]. Because it holds that knowledge is
collaborative and situationally impacted, Vygotsky's theory is highly interesting. This implies that
information is shared by individuals as well as by the environment, which includes things like tools, books,
groups, and physical spaces. This demonstrates that engaging in group activities with others might be a good
way to acquire knowledge. Based on the description of the application of Lev Vygotsky's theory of
constructivism above, several things need to be emphasized in its application, namely: i) learning must start
from the lower zone boundary in the ZPD; ii) the use of scaffolding techniques is used when students need
help; iii) empower peers as experts; and iv) learning will be more effective by involving a community of
people learning.

3.2. Differentiated learning

One strategy used by teachers to address students' needs and expectations is differentiated learning.
According to Tomlinson [7], differentiated learning is an effort to modify the classroom learning process to
satisfy each student's unique learning needs. Differentiated learning does not, however, require teachers to
instruct 32 pupils in 32 distinct ways. It also doesn't imply that educators must assign more questions to
pupils who finish assignments more quickly than others. In order to improve the quality of learning in the
classroom through differentiation learning, teachers must be creative in their selection of models, learning
techniques, and strategies. Teachers play a critical role in determining the success of learning [44].
In simple terms, differentiated learning is a series of common-sense decisions made by teachers that
are oriented to student needs [16], [45]. In order to maximize learning outcomes, a teacher distinguishes
instruction by adding, increasing, and modifying time in response to the needs of the pupils. Marlina [8]
claims that the learning objectives are differentiated as follows. First, to help all students in learning. In order
for teachers to become more cognizant of students' capacities and ensure that all students can meet the
learning requirements; Second, to increase motivation and student learning outcomes. In order for pupils to
achieve learning objectives that correspond to the degree of difficulty of the teacher-provided content.
Students are more motivated to study when they are taught in accordance with their capacities; Third, to
establish a harmonious relationship between teachers and students. Strong relationships between teachers and
students are fostered via differentiated learning, which makes kids excited about learning; Fourth, to help
students become independent learners. When pupils get instruction autonomously, they become accustomed
to and recognize the variety of potentials; Fifth, to increase teacher satisfaction. When an educator
implements differentiated instruction, they are forced to grow as a teacher and become more innovative.
According to earlier research, applying progressively differentiated learning strategies in
mathematics classes can raise students' learning activities from being less active in initial reflection to being
active. Similarly, differentiated learning is an interest adjusment, learning profile, and student learning
readiness to achieve increased learning outcomes [6]. Not only that, Bauer et al. [46], reported that the
application of differentiated learning in professional conversation training conducted in Germany provides
practical advantages in three aspects of conversational competence namely: i) compiling conversations, ii)
advancing problem solutions, and iii) building positive interpersonal relationships. Meanwhile, in the context
of classroom learning, differentiation learning is related to three things, namely interest, learning profile, and
learning readiness.
Firstly, pupils need to be motivated by curiosity to be 'actively involved' in the learning process.
Teachers may design engaging and relevant classes by taking into account the interests of their students.
Acknowledging pupils' interests can encourage them to study more. According to Robbins [47], motivation is
a process that considers the tenacity, focus, and intensity of each person's attempts to accomplish their goals.
Meaningful learning occurs when new ideas emerge personally, new information is connected to something
students already know [48]. Students feel that their variety is acknowledged and valued when teachers take
into account their interests and connect them to the curriculum. According to Tomlinson [7], taking into
account students' interests when designing learning has the following goals: i) assisting students in realizing
that school and their desire to learn align; ii) demonstrating the interconnectedness of all learning; iii)
utilizing students' existing knowledge as a bridge to acquire new or unfamiliar concepts; and iv) boosting
students' motivation to learn.
Second, a student's learning profile is influenced by a variety of variables, including language,
culture, health, family dynamics, and other particulars. Furthermore, a person's learning style and learning
profile are connected. Tomlinson [7] defines student learning profiles as the preferred methods of learning
that a student chooses, based on factors like as thinking style, IQ, background, gender, and culture. Students
become more cognizant of their learning requirements and strengths when they are provided with continuous
opportunity to reflect on and discuss the most effective ways for them to learn. Additionally, teachers grow
more perceptive to the unique needs of each pupil. This is consistent with Marlina's [8] assertion that the
differentiation class differs from the standard classroom in that the instructor acknowledges the presence of
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many intelligences because learning is centered around student learning profiles, readiness, and interest.
Third, readiness to learn (readiness) is the capacity to learn new material [15], [49]. Students will be
forced to step outside of their comfort zone by an assignment that takes their preparation level into
consideration. However, they are still capable of mastering the new subject given the proper learning
environment and sufficient assistance. One key idea in differentiation learning is the comprehension of
student learning readiness. For instance, some students are prepared to study challenging topics, while others
require more time to fully understand the subject. The teacher can relate students' favorable perceptions of
the new subject to be taught and the teacher's potential to improve the learning process if they have a solid
understanding of the students' readiness for learning. Furthermore, if the teacher knows the readiness of
students for a concept, the teacher can introduce and implement the concept according to the needs of
students, and create assignments that best suit student skills.
When using differentiation in the classroom, teachers must consider that each student has unique
and varied learning needs. In order to convey to their students how they may learn, teachers need to be
proactive in thinking of and organizing different ways to do so. According to earlier research, practicing
more open-ended skills was reported by Savelsbergh et al. [50] in a differential learning study so that
suggestions of the need for curriculum and learning adaptations can be made for pupils with diverse features.
Additionally, group formation in differentiation-based classes will be flexible, allowing students with
strengths in particular areas to join and collaborate with friends. Students that excel in one subject may not
necessarily excel in other subjects as well. For instance, the student might excel at comprehending a text but
struggle with writing; he might be able to spell words correctly or write sentences correctly, but he might also
struggle with counting and other skills. Within this accommodating group, the instructor will recognize that
certain students may be working slowly on brand-new projects and will provide guidance to help them work
more quickly, while others may be learning but working slowly.
Groups in differentiation learning are continually subject to change in response to students' needs
and experiences. Additionally, differentiation learning makes the assumption that students' internal and
external environments are constantly changing, allowing them to learn about the full solution space [16].
Through differentiated learning activities, all their needs are accommodated according to their interests or
learning profiles. This is in line with previous findings which reported that differential learning training
methods are designed to encourage the self-organization of the trainees [16]. The concern of students in
paying attention to their learning strengths and needs is the focus of attention in differentiation learning.
Learning profiles accommodate students' learning needs so differentiated learning requires teachers to pay
attention and provide activities to meet students' learning needs. Teachers in differentiated learning must be
able to develop student learning methods to obtain, manage, use and communicate the necessary information.
Students must be actively involved in the learning either individually or in groups.
Indicators of student activity, according to Suryosubroto, include: i) taking steps to fully understand
the subject matter; ii) learning, understanding, and discovering for themselves how to acquire knowledge
situations; iii) assessing how the teacher assigned tasks to him; iv) studying in groups; v) trying out specific
concepts on oneself; and vi) verbally or visually communicating the results of thoughts, discoveries, and
appreciation of values [51]. Thus, the successful implementation of differentiated learning depends on the
teacher's role in managing to learn. The teacher plays a very important role in the differentiation learning
process in directing students' potential, therefore it is important to show their role in helping students.

3.3. Relevance of Vygotsky's learning theory in differentiated learning

Constructivism theory emphasizes students as active learners so in its application constructivism
theory is often referred to as a student-centered instruction strategy. In a learner-centered classroom, the
teacher becomes the “guide on the side” and not the “sage on the stage”, by helping students find their
meaning rather than controlling all activities in the classroom [15]. Meanwhile, differentiated learning is
learning that adjusts the interests, learning profiles, and readiness of individual students [7]. This distinction
will lead to meaningful experiences and learning for students because it adapts to individual characteristics.
From this explanation, the theory of constructivism has relevance to differentiated learning in terms of
meaningful learning. Differentiated learning applies constructivism theory in learning by taking into account
the individual characteristics of students.
In addition, the concept of differentiated learning has relevance to Vygotsky's constructivist learning
theory in terms of student activity. In a constructivist view, children construct knowledge as a result of
interactions with experiences and objects they encounter. In this process, the focus is on individual activity in
forming knowledge [52]. Students are expected to always be active and be able to find a way of learning that
suits them. Teachers function as mediators, facilitators, and friends who create a conducive situation for the
construction of knowledge in students [53] This demonstrates the value of viewing students as active learners

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who can customize their education to suit their needs. We can refer to this as independent learning. Critical
learning is characterized by quality, expressed (quickly), transforming, effective, diversified, progressive,
actual, and factual learning through independent learning. Learners who embrace independence will always
be vivacious, upbeat, perceptive, imaginative, and unafraid to attempt new things. They are forced to deal
with learning challenges, they don't rely on parents, teachers, schools, systems, or rules, and they always
want to be able and never give up before trying. Everywhere they go, they turn into interesting, powerful, and
helpful people. Ki Hajar Dewantara emphasized repeatedly about the freedom of learning, "...independence
should be imposed on the way children think, that is, don't always be "pioneered", or told to acknowledge the
ideas of other people, children will still be accustomed to seeking all knowledge by themselves using his
mind. Children are able to think to "find" a knowledge” [54].
Differentiated learning is part of the concept of independent learning. The ability to learn does not
imply that everything associated with learning can be done freely or with latitude. Examples of this include
not taking learning seriously, not finishing assignments, being late and exhibiting poor behavior, or dressing
carelessly [55]. All of this serves as rationalization for using autonomous learning. The spirit of independent
learning is incompatible with this mindset and practice, which is why it needs to be changed. Merdeka will
allow for flexibility in the pursuit of objectives while adhering to all current policies and guidelines.
A simple illustration to provide a straight understanding of the essence of independent learning is
presented below. Mr. Budi is domiciled in Surabaya. One day he plans to visit his grandson in Jakarta. It is
hoped that in two weeks the plan can be realized. Following the basic principle of independent learning
manifested in the process of achieving goals. There are several options to get to Jakarta, for example by
plane, train, bus, travel, bringing a private vehicle, or using other forms of means. Here Mr. Budi has the
freedom to choose the means of transportation by considering various conditions and needs, such as cost,
time, convenience, or comfort.
It is thought that learning environments that are enjoyable for kids benefit them in a number of
ways. Children will begin to experience happy emotions when they are in pleasant surroundings. Pleasure-
related emotions serve as a psychological basis for fostering a love of learning and forging learning
resilience. Children can learn for a fair amount of time and have a tendency to desire to learn everything that
is offered. When presented with difficult content, kids don't quit up easy or become bored easily. Fast-
flowing ideas will lead to the emergence of creativity. The learning process that is lived in a fun way allows
students to be able to remember more and longer material, in other words, the retention rate is stronger. In Ki
Hajar Dewantara's view above, independent learning in turn produces creativity which is an important
element for progress.
Vygotsky's constructivism learning theory also has relevance to differentiation learning, especially
in the concepts of the ZPD and Scaffolding. In differentiated learning, students learn according to their
respective abilities [8]. Of course, every student does not have the same abilities. In this case, the role of the
teacher as a facilitator should be able to accommodate these abilities. There is a question, “Should the child
be helped? Can't children learn by themselves?”. Assisted (unassisted) conditions are conditions in which the
child is at the actual level of development. This condition will be achieved more optimally with assistance if
the child still has not mastered what is being learned. The following is an illustration of differentiated
learning by paying attention to the student's ZPD. Implications for further research can be in the form of
correlations regarding differentiated learning with other perspectives. Furthermore, it is necessary to further
explore whether differentiated learning in its implementation has positive or negative impacts.

4. CONCLUSION
In addition to highlighting an individual's cognitive abilities, Vygotsky's constructivism learning
theory also takes into account the social interactions between pupils. Constructivism, according to Lev
Vygotsky, is best applied in the following ways: i) learning should begin at the ZPD's zone boundaries; ii)
scaffolding techniques should be used when students need assistance; iii) peers should be empowered as
experts; and iv) learning will be more effective when a community of learners is involved. Constructivism
theory is frequently applied as a student-centered instruction technique because it highlights students as
active learners.
In terms of student participation, Vygotsky's constructivist learning theory and the concept of
differentiated learning are related. Children build their knowledge through their interactions with the
experiences and objects they come across, according to the constructivist perspective. The process here
emphasizes the role that each individual plays in acquiring knowledge. It is required of students to be
engaged learners who can adjust their learning style. The teacher establishes an environment that is favorable
for pupils to develop knowledge by acting as a friend, mediator, and facilitator. This demonstrates the value
of viewing students as active learners who can customize their education to suit their needs. Differentiation

The relevance of Vygotsky's constructivism learning theory with the differentiated … (Sigit Wibowo)
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learning is also relevant to Vygotsky's constructivism learning theory, especially in the concepts of the ZPD
and Scaffolding. In differentiated learning, students learn according to their respective abilities. Of course,
every student does not have the same abilities. In this case, the role of the teacher as a facilitator should be
able to accommodate these abilities.

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BIOGRAPHIES OF AUTHORS

Sigit Wibowo is a is a lecturer at Universitas Negeri Malang. He completed his

master studies in the primary education major at Universitas Negeri Yogyakarta in 2024 and
was named the best graduate. He is interested in the educational research, ethnomathematics
and children psychology. He can be contacted at email: sigit.wibowo.fip@um.ac.id.

The relevance of Vygotsky's constructivism learning theory with the differentiated … (Sigit Wibowo)
440  ISSN: 2089-9823

Muhammad Nur Wangid received the Dr. degree in education from the
Universitas Negeri Malang, Indonesia. He is a permanent lecturer who has a functional
position as a professor at Universitas Negeri Yogyakarta. He current research interest includes
students’ learning and development and psychology of education. He publication topics
imcluding educational psychology, children development, general education, and general
psychology. He can be contacted at email: m_nurwangid@uny.ac.id.

Fery Muhamad Firdaus received the Dr. degree in education from the
Universitas Pendidikan Indonesia. He is a permanent lecturer at Universitas Negeri
Yogyakarta. Her current research interest includes students’ learning and mathematics
education. He publication topics imcluding children education, learning in elementary school,
and mathematics education in elementary schools. He can be contacted at email:
fery.firdaus@uny.ac.id.

J Edu & Learn, Vol. 19, No. 1, February 2025: 431-440