Article Sidebar

Download
PDF
Statistic
Read Counter : 49 Download : 26

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Main Article Content

Abstract

This research aims to explore the integration of Lev Vygotsky's Zone of Proximal Development (ZPD) theory in the context of Islamic Religious Education (IRE) and character-building, focusing particularly on fostering student autonomy. The study addresses the need for a more holistic educational approach in IRE and character-building, which emphasizes transmitting religious knowledge and values and cultivates essential life skills like independence. This literature study employs qualitative descriptive methods, analyzes learning materials in IRE and character-building textbooks, and evaluates how these materials support students in their ZPD. Results indicate that this education is crucial in instilling honest, responsible, and independent behavior involving physical, economic, intellectual, moral decision-making, and spiritual aspects. However, several sub-indicators of independence are not yet fully integrated into the curriculum, indicating room for further development. Applying ZPD in learning depicts a dynamic and interactive approach, with teachers acting as active facilitators. This research highlights the need for IRE and character-building teachers to utilize ZPD to enhance student understanding and independence, focusing on the practical application of Islamic values in daily life. This study opens new insights in Islamic education literature, emphasizing significant and applicable learning, and supports the development of independent individuals, both in action and belief. Consequently, this education reinforces the internalization of religious and moral values, shaping competent and independent individuals in modern society.

Keywords

IRE and Character-Building Student Autonomy ZPD

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Ilham, D., Pirol, A., Baderiah, B., Iksan, M., Efendi, E., Zainuddin, A. H. A., & Alam, S. (2024). Promoting Learners’ Autonomy in Modern Era: A Textbook Analysis Under the Zone of Proximal Development Approach. International Journal of Asian Education, 5(2), 86–94. https://doi.org/10.46966/ijae.v5i2.370
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Ariansyah, D. A. (2023). The Relevance of Lev Vygotsky's Constructivist Theory to the Islamic Religious Education Learning System in Indonesia. Mudir: Jurnal Manajemen Pendidikan, 5(1), 217-223. https://doi.org/10.55352/mudir.v5i1.609
  2. Aripin, S. A. S., & Nurdiansyah, N. M. (2022). Modernization of Education: A New Approach‎ and Method in Learning Islamic Religious‎ Education. TADRIS: Jurnal Pendidikan Islam, 17(1), 100–117. https://doi.org/10.19105/tjpi.v17i1.5916
  3. Ash, D., & Levitt, K. (2003). Working within the Zone of Proximal Development: Formative Assessment as Professional Development. Journal of Science Teacher Education, 14(1), 23–48. https://doi.org/10.1023/A:1022999406564
  4. Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5
  5. Cerino, A. (2023). The Importance of Recognising and Promoting Independence in Young Children: The Role of the Environment and the Danish Forest School Approach. Education 3-13, 51(4), 685-694. https://doi.org/10.1080/03004279.2021.2000468
  6. Dann, R. (2019). Feedback as a relational concept in the classroom. The Curriculum Journal, 30(4), 352–374. https://doi.org/10.1080/09585176.2019.1636839
  7. Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky's theories. Educational Philosophy and Theory, 51(1), 18–30. https://doi.org/10.1080/00131857.2017.1421941
  8. Ghozaly, F., & Ismail, A. B. (2017). SIBI - Sistem Informasi Perbukuan Indonesia. 2017. Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud. SIBI - Sistem Informasi Perbukuan Indonesia (kemdikbud.go.id)
  9. Glassman, M., Lin, T. J., & Ha, S. Y. (2023). Concepts, Collaboration, and a Company of Actors: A Vygotskian Model for Concept Development in the 21st Century. Oxford Review of Education, 49(2), 137-152. https://doi.org/10.1080/03054985.2022.2028611
  10. Hadwin, A. F., Wozney, L., & Pontin, O. (2005). Scaffolding the Appropriation of Self-regulatory Activity: A Socio-cultural Analysis of Changes in Teacher–student Discourse about a Graduate Research Portfolio. Instructional Science, 33(5–6), 413–450. https://doi.org/10.1007/s11251-005-1274-7
  11. Ilham, D., Asdiany, D., Zainuddin, A. H., K, N., Iksan, M., Santaria, R., & Alannasir, W. (2023). Caring Values in Islamic Religious and Moral Education on Merdeka Belajar Curriculum: A Study of Fifth-Grade Student and Teacher Books. AL-ISHLAH: Jurnal Pendidikan, 15(4), Article 4. https://doi.org/10.35445/alishlah.v15i4.3763
  12. Jackson, R. (2018). Religious education for plural societies: The selected works of Robert Jackson. Routledge. https://ixtheo.de/Record/1039950922
  13. Janiszewski, C. (1988). Preconscious processing effects: The independence of attitude formation and conscious thought. Journal of Consumer Research, 15(2), 199–209. https://doi.org/10.1086/209157
  14. Kargar Behbahani, H., & Karimpour, S. (2024). The Impact of Computerized Dynamic Assessment on the Explicit and Implicit Knowledge of Grammar. Computer Assisted Language Learning, 1-22. https://doi.org/10.1080/09588221.2024.2315504
  15. Kharismatunisa, I. (2023). Innovation and Creativity of Islamic Religious Education Teachers in Utilizing Digital-Based Learning Media. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 5(3), 519–538. https://doi.org/10.37680/scaffolding.v5i3.3700
  16. Kuhlthau, C. C. (2002). Teaching the Library Research Process. Rowman & Littlefield. https://www.google.com/books?hl=id&lr=&id=CHE5F7zZ81kC&oi=fnd&pg=PP1&dq=Kuhlthau,+C.+C.+(2002).+Teaching+the+Library+Research+Process.+Rowman+%26+Littlefield.&ots=NQuTZ9lT2a&sig=m3GVKTW8QqOZ6NjyjDtbCXocdS4
  17. Kusmaryono, I., & Kusumaningsih, W. (2021). Construction of Students' Mathematical Knowledge in the Zone of Proximal Development and Zone of Potential Construction. European Journal of Educational Research, 10(1), 341-351. https://doi.org/10.12973/eu-jer.10.1.341
  18. Malik, M. S. (2020). Technological Innovation in Integration and Interconnection of Science in Islamic Higher Education. Sunan Kalijaga International Journal on Islamic Educational Research, 4(2), 1–20. https://doi.org/10.14421/skijier.2020.42.01
  19. Margolis, A. A. (2020). Zone of Proximal Development, Scaffolding and Teaching Practice. Cultural-Historical Psychology, 16(3). https://doi.org/10.17759/chp.2020160303
  20. Mazid, S., & Suharno, S. (2019). Implementasi nilai-nilai multikultural dalam pembelajaran PKn. Harmoni Sosial: Jurnal Pendidikan IPS, 6(1), 72–85. http://dx.doi.org/10.21831/hsjpi.v6i1.10248
  21. Minhaji, M., Nawafil, M., & Muqit, A. (2022). Implementation of the Islamic Religious Education Learning Methods Innovation in the New Normal Era. Al-Ishlah: Jurnal Pendidikan, 14(2), 2107–2118. https://doi.org/10.35445/alishlah.v14i2.1900
  22. Mustakimah, M. (2023, December). Application Of Theory Of Zone Of Proximal Development (ZPD) In Group Learning Context In Early Childhood. In Proceedings of the 1st International Conference on Early Childhood Education in Multiperspective, ICECEM 2022, 26th November 2022, Purwokerto, Central Java, Indonesia. http://dx.doi.org/10.4108/eai.26-11-2022.2336277
  23. Puntambekar, S., & Hubscher, R. (2005). Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed? Educational Psychologist, 40(1), 1–12. https://doi.org/10.1207/s15326985ep4001_1
  24. Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. John Wiley & Sons. https://www.google.com/books?hl=id&lr=&id=psIVCEfkJZ8C
  25. Rose-Duckworth, R., & Ramer, K. (2009). Fostering learner independence: An essential guide for K-6 educators. Corwin Press. https://www.google.com/books?hl=id&lr=&id=a2A1Ogh04pkC
  26. Simons, K. D., & Klein, J. D. (2007). The Impact of Scaffolding and Student Achievement Levels in a Problem-based Learning Environment. Instructional Science, 35(1), 41–72. https://doi.org/10.1007/s11251-006-9002-5
  27. Slade, M. L., Burnham, T. J., Catalana, S. M., & Waters, T. (2019). The Impact of Reflective Practice on Teacher Candidates' Learning. International Journal for the Scholarship of Teaching and Learning, 13(2), 15. https://doi.org/10.20429/ijsotl.2019.130215
  28. Souto-Manning, M. (2014). Critical narrative analysis: The interplay of critical discourse and narrative analyses. International Journal of Qualitative Studies in Education, 27(2), 159–180. https://doi.org/10.1080/09518398.2012.737046
  29. Sulaiman, S., Imran, A., Hidayat, B. A., Mashuri, S., Reslawati, R., & Fakhrurrazi, F. (2022). Moderation religion in the era society 5.0 and multicultural society: Studies based on legal, religious, and social reviews. Linguistics and Culture Review, 6(S5), 180–193. https://doi.org/10.21744/lingcure.v6nS5.2106
  30. Syabana, I. (2022). Implementing Scientific Approach in Islamic Education Class. Journal of Scientific Research, Education, and Technology (JSRET), 1(1), 18-24. https://doi.org/10.29082/jsret.v1i1.4
  31. Tambak, S., Hamzah, M. L., Purwati, A. A., Irawan, Y., & Umam, M. I. H. (2022). Effectiveness of Blended Learning Model Based on Problem-Based Learning in Islamic Studies Course. International Journal of Instruction, 15(2), 775-792. https://doi.org/10.29333/iji.2022.15242a
  32. Takdir, M., Hosnan, M., & Khair, N. (2022). The Implementation of Anti-Corruption Education Models in Pesantren. EL-TARBAWI, 15(1), 23-54. https://doi.org/10.20885/tarbawi.vol15.iss1.art2
  33. Warford, M. K. (2011). The zone of proximal teacher development. Teaching and Teacher Education, 27(2), 252–258. https://doi.org/10.1016/j.tate.2010.08.008
  34. Zackariasson, M. (2020). Encouraging student independence: Perspectives on scaffolding in higher education supervision. Journal of Applied Research in Higher Education, 12(3), 495–505. https://doi.org/10.1108/JARHE-01-2019-0012

Most read articles by the same author(s)