Social Constructivism Learning through Project Based Learning with Scaffolding in Flipped Classroom

In this study, social constructivism learning through project based learning with scaffolding in flipped classroom is described. Although its implementation is currently much talked about and gaining more popularity, in-class learning activities still be equally considered to ensure its successful implementation. In addition to in-class learning activities, this paper also discusses the implications of the theory and practices in the implementation of in-class flipped classroom method. This research aims to measure students' achievement, engagement and perception in Statistics, a subject in Mathematics. A total of 61 secondary school students were involved in this study, 30 being in the control group and the remaining undergoing a treatment. This study was conducted using both quantitative and qualitative approach. The results showed that students' achievement improved tremendously and the applied scaffolding not only helped students in their learning process but also in their social development. However, the findings also showed that it took the students some time to adapt to the flipped classroom method.

I. Introduction

Vygotsky (1978) defined Social Constructivism Theory in the social learning contexts. According to Vygotsky, the community played an important role in the development of a more optimum learning through a More Knowledgeable Other (MKO) and Zone of Proximal Development (ZPD). According to him, a MKO played a role in the organization of ideas, strategies, tasks, processes, concepts and patterns that could be learned and practiced by students. He further explained that, a MKO was not limited to individuals only, rather, it might of other entities, such as, teachers, peers, reference materials or technology that could lead to the generation of ideas among the students. ZPD, on the other hand, has to do with the potential ability of students to learn in a more optimal way via the roles ofa MKO.